Glenda S. Carter

The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations

SCIENCE EDUCATION, 92(5), 848–867.

The interpretation of cellular transport graphics by students with low and high prior knowledge

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 30(2), 239–261.

Visual Representations of DNA Replication: Middle Grades Students’ Perceptions and Interpretations

Journal of Science Education and Technology, 14(3), 353–365.

Educators working smarter: A closer look at a local community of practice

Action in Teacher Education, 26(3), 44–51.

Effects of partner's ability on the achievement and conceptual organization of high-achieving fifth-grade students

Science Education, 87(1), 94–111.

Exploring the Development of Conceptual Ecologies: Communities of Concepts Related to Convection and Heat

Journal of Research in Science Teaching, 37(2), 139–159.

Tool time: Gender and students' use of tools, control, and authority

Journal of Research in Science Teaching, 37(8), 760–783.

Children's concepts: Tools for transforming science teachers' knowledge

Science Education, 83(5), 545–557.

Examining science tools as mediators of students' learning about circuits

JOURNAL OF RESEARCH IN SCIENCE TEACHING, 36(1), 89–105.

Science teachers' conceptual growth within Vygotsky's zone of proximal development

Journal of Research in Science Teaching, 35(9), 967–985.