| What research tells us about using analogies to teach chemistry MK Orgill, G Bodner Chemistry Education Research and Practice 5 (1), 15-32, 2004 | 276 | 2004 |
| Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007 LD Asay, MK Orgill Journal of science teacher education 21 (1), 57-79, 2010 | 230 | 2010 |
| Analysis of essential features of inquiry found in articles published in The Science Teacher LD Asay, M Orgill Journal of Science Teacher Education 21, 57-79, 2010 | 230 | 2010 |
| Phenomenography MK Orgill Theoretical frameworks for research in chemistry/science education, 132-151, 2007 | 198 | 2007 |
| Phenomenography MK Orgill Theoretical frameworks for research in chemistry/science education, 132-151, 2007 | 198 | 2007 |
| Phenomenography M Orgill Theoretical frameworks for research in chemistry/science education, 132-151, 2007 | 198 | 2007 |
| Introduction to systems thinking for the chemistry education community MK Orgill, S York, J MacKellar Journal of Chemical Education 96 (12), 2720-2729, 2019 | 193 | 2019 |
| Undergraduate chemistry students˘ perceptions of and misconceptions about buffers and buffer problems MK Orgill, A Sutherland Chemistry education research and practice 9 (2), 131-143, 2008 | 192 | 2008 |
| Theoretical frameworks for research in chemistry/science education GM Bodner, M Orgill | 163 | 2007 |
| Theoretical frameworks for research in chemistry/science education G Bodner, MK Orgill | 163 | 2007 |
| Applications of systems thinking in STEM education S York, R Lavi, YJ Dori, MK Orgill Journal of Chemical Education 96 (12), 2742-2751, 2019 | 154 | 2019 |
| An analysis of the effectiveness of analogy use in college‐level biochemistry textbooks MK Orgill, GM Bodner Journal of Research in Science Teaching 43 (10), 1040-1060, 2006 | 139 | 2006 |
| Variation theory: A theory of learning and a useful theoretical framework for chemical education research TJ Bussey, MK Orgill, KJ Crippen Chemistry Education Research and Practice 14 (1), 9-22, 2013 | 119 | 2013 |
| Situated cognition MK Orgill Theoretical Frameworks for Research in Chemistry/Science Education, 187-203, 2007 | 117 | 2007 |
| Analogies and the 5E model MK Orgill, M Thomas The science teacher 74 (1), 40, 2007 | 112 | 2007 |
| Understanding teachers˘ conceptions of classroom inquiry with a teaching scenario survey instrument NH Kang, MK Orgill, KJ Crippen Journal of science teacher education 19 (4), 337-354, 2008 | 101 | 2008 |
| The role of goal orientation and self-efficacy in learning from web-based worked examples KJ Crippen, KD Biesinger, KR Muis, M Orgill Journal of Interactive Learning Research 20 (4), 385-403, 2009 | 75 | 2009 |
| Brokering at the boundary: A prospective science teacher engages students in inquiry PM Friedrichsen, D Munford, MK Orgill Science Education 90 (3), 522-543, 2006 | 71 | 2006 |
| Locks and keys: An analysis of biochemistry students' use of analogies MK Orgill, G Bodner Biochemistry and Molecular Biology Education 35 (4), 244-254, 2007 | 68 | 2007 |
| General, organic, and biological chemistry: structures of life KC Timberlake, MK Orgill Prentice Hall, 2010 | 61 | 2010 |
Thomas BusseyAssistant Teaching Professor, Department of Chemistry and Biochemistry, University of California, San DiegoVerified email at ucsd.edu
