| Making sense of argumentation and explanation LK Berland, BJ Reiser Science education 93 (1), 26-55, 2009 | 1137 | 2009 |
| A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts LK Berland, KL McNeill Science Education 94 (5), 765-793, 2010 | 706 | 2010 |
| Epistemologies in practice: Making scientific practices meaningful for students LK Berland, CV Schwarz, C Krist, L Kenyon, AS Lo, BJ Reiser Journal of Research in Science Teaching 53 (7), 1082-1112, 2016 | 635 | 2016 |
| Framing for scientific argumentation LK Berland, D Hammer Journal of research in science teaching 49 (1), 68-94, 2012 | 580 | 2012 |
| Classroom communities' adaptations of the practice of scientific argumentation LK Berland, BJ Reiser Science Education 95 (2), 191-216, 2011 | 452 | 2011 |
| Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards E Miller, E Manz, R Russ, D Stroupe, L Berland Journal of Research in Science Teaching 55 (7), 1053-1075, 2018 | 397 | 2018 |
| Confusing claims for data: A critique of common practices for presenting qualitative research on learning D Hammer, LK Berland Journal of the Learning Sciences 23 (1), 37-46, 2014 | 225 | 2014 |
| For Whom Is Argument and Explanation a Necessary Distinction? A Response to Osborne and Patterson. LK Berland, KL McNeill Science Education 96 (5), 808-813, 2012 | 188 | 2012 |
| Engaging students in the scientific practices of explanation and argumentation. BJ Reiser, LK Berland, L Kenyon Science Teacher 79 (4), 2012 | 166 | 2012 |
| Explaining variation in how classroom communities adapt the practice of scientific argumentation LK Berland Journal of the Learning Sciences 20 (4), 625-664, 2011 | 136 | 2011 |
| High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content L Berland, R Steingut, P Ko Journal of Science Education and Technology, 1-16, 2014 | 127 | 2014 |
| Designing for STEM integration LK Berland Journal of Pre-College Engineering Education Research (J-PEER) 3 (1), 3, 2013 | 125 | 2013 |
| What is (or should be) scientific evidence use in k‐12 classrooms? KL McNeill, L Berland Journal of Research in Science Teaching 54 (5), 672-689, 2017 | 112 | 2017 |
| In pursuit of consensus: Disagreement and legitimization during small-group argumentation LK Berland, VR Lee International Journal of Science Education 34 (12), 1857-1882, 2012 | 107 | 2012 |
| Invented science: A framework for discussing a persistent problem of practice RS Russ, LK Berland Journal of the Learning Sciences 28 (3), 279-301, 2019 | 63 | 2019 |
| Supporting equity in virtual science instruction through project-based learning: Opportunities and challenges in the era of COVID-19 EC Miller, E Reigh, L Berland, J Krajcik Journal of Science Teacher Education 32 (6), 642-663, 2021 | 61 | 2021 |
| Explaining variation in student efforts towards using math and science knowledge in engineering contexts LK Berland, R Steingut International Journal of Science Education 38 (18), 2742-2761, 2016 | 60 | 2016 |
| Math, science, and engineering integration in a high school engineering course: A qualitative study CG Valtorta, LK Berland | 57 | 2015 |
| Students’ framings and their participation in scientific argumentation LK Berland, D Hammer Perspectives on scientific argumentation: Theory, practice and research, 73-93, 2012 | 53 | 2012 |
| Epistemological trade‐offs: Accounting for context when evaluating epistemological sophistication of student engagement in scientific practices L Berland, K Crucet Science Education 100 (1), 5-29, 2016 | 51 | 2016 |
