Glenda Carter

Cook, M., Wiebe, E. N., & Carter, G. (2008). The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations. SCIENCE EDUCATION, 92(5), 848–867. https://doi.org/10.1002/sce.20262

Cook, M., Carter, G., & Wiebe, E. N. (2008). The interpretation of cellular transport graphics by students with low and high prior knowledge. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 30(2), 239–261. https://doi.org/10.1080/09500690601187168

Patrick, M. D., Carter, G., & Wiebe, E. N. (2005). Visual Representations of DNA Replication: Middle Grades Students’ Perceptions and Interpretations. Journal of Science Education and Technology, 14(3), 353–365. https://doi.org/10.1007/s10956-005-7200-6

Reid-Griffin, A., Carter, G., Park, J., Wiebe, E., Flynn, L., Parsons, E. C., … Haefner, L. (2004). Educators working smarter: A closer look at a local community of practice. Action in Teacher Education, 26(3), 44–51. https://doi.org/10.1080/01626620.2004.10463331

Carter, G., Jones, M. G., & Rua, M. (2003). Effects of partner's ability on the achievement and conceptual organization of high-achieving fifth-grade students. Science Education, 87(1), 94–111. https://doi.org/10.1002/sce.10031

Jones, M. G., Carter, G., & Rua, M. J. (2000). Exploring the Development of Conceptual Ecologies: Communities of Concepts Related to Convection and Heat. Journal of Research in Science Teaching, 37(2), 139–159. https://doi.org/10.1002/(SICI)1098-2736(200002)37:2<139::AID-TEA4>3.0.CO;2-1

Jones, M. G., Brader-Araje, L., Carboni, L. W., Carter, G., Rua, M. J., Banilower, E., & Hatch, H. (2000). Tool time: Gender and students' use of tools, control, and authority. Journal of Research in Science Teaching, 37(8), 760–783. https://doi.org/10.1002/1098-2736(200010)37:8<760::AID-TEA2>3.0.CO;2-V

Jones, M. G., Carter, G., & Rua, M. J. (1999). Children's concepts: Tools for transforming science teachers' knowledge. Science Education, 83(5), 545–557. https://doi.org/10.1002/(SICI)1098-237X(199909)83:5<545::AID-SCE3>3.0.CO;2-U

Carter, G., Westbrook, S. L., & Thompkins, C. D. (1999). Examining science tools as mediators of students' learning about circuits. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 36(1), 89–105. https://doi.org/10.1002/(SICI)1098-2736(199901)36:1<89::AID-TEA6>3.0.CO;2-7

Jones, M. G., Rua, M. J., & Carter, G. (1998). Science teachers' conceptual growth within Vygotsky's zone of proximal development. Journal of Research in Science Teaching, 35(9), 967–985. https://doi.org/10.1002/(SICI)1098-2736(199811)35:9<967::AID-TEA2>3.0.CO;2-R