| A learning progression for energy in socio‐ecological systems H Jin, CW Anderson Journal of Research in science Teaching 49 (9), 1149-1180, 2012 | 249 | 2012 |
| Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature H Jin, JN Mikeska, H Hokayem, E Mavronikolas Science Education, 2019 | 87 | 2019 |
| Developing a fine-grained learning progression framework for carbon-transforming processes H Jin, L Zhan, CW Anderson International Journal of Science Education 35 (10), 1663-1697, 2013 | 76 | 2013 |
| Developing Assessments For A Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems H Jin, CW Anderson Learning Progressions in Science, 151-181, 2012 | 53 | 2012 |
| Developing learning progression‐based teacher knowledge measures H Jin, HJ Shin, ME Johnson, JH Kim, CW Anderson Journal of Research in Science Teaching 52 (9), 1269-1295, 2015 | 51 | 2015 |
| Developing an analytical framework for argumentation on energy consumption issues H Jin, CE Mehl, DH Lan Journal of Research in Science Teaching 52 (8), 1132-1162, 2015 | 43 | 2015 |
| A learning progression for feedback loop reasoning at lower elementary level H Hokayem, J Ma, H Jin Journal of Biological Education 49 (3), 246-260, 2015 | 40 | 2015 |
| Secondary students’ understanding of ecosystems: A learning progression approach H Jin, HJ Shin, H Hokayem, F Qureshi, T Jenkins International Journal of Science and Mathematics Education 17, 217-235, 2019 | 34 | 2019 |
| Promoting cognitive and social aspects of inquiry through classroom discourse H Jin, X Wei, P Duan, Y Guo, W Wang International Journal of Science Education 38 (2), 319-343, 2016 | 31 | 2016 |
| Using ideas from the history of science and linguistics to develop a learning progression for energy in socio-ecological systems H Jin, X Wei Teaching and learning of energy in K–12 education, 157-173, 2014 | 30 | 2014 |
| Improved student reasoning about carbon-transforming processes through inquiry-based learning activities derived from an empirically validated learning progression J Schramm, H Jin, EG Keeling, M Johnson, HJ Shin Research in Science Education, 2017 | 29 | 2017 |
| Promoting student progression in science classrooms: A video study H Jin, ME Johnson, HJ Shin, CW Anderson Journal of Research in Science Teaching, 2017 | 26 | 2017 |
| A validation framework for science learning progression research H Jin, P van Rijn, JC Moore, MI Bauer, Y Pressler, N Yestness International Journal of Science Education 41 (10), 1324-1346, 2019 | 22 | 2019 |
| Developing a long-term learning progression for energy in socio-ecological systems H Jin, CW Anderson annual meeting of the National Association for Research in Science Teaching …, 2008 | 19 | 2008 |
| A hypothetical learning progression for quantifying phenomena in science H Jin, C Delgado, MI Bauer, EC Wylie, D Cisterna, KF Llort Science & Education 28, 1181-1208, 2019 | 13 | 2019 |
| A US-China interview study: Biology students’ argumentation and explanation about energy consumption issues H Jin, H Hokayem, S Wang, X Wei International Journal of Science and Mathematics Education 14 (6), 1037-1057, 2016 | 12 | 2016 |
| Learning Progressions Research Planning and Design S Stevens, AW Gotwals, H Jin, J Barrett Learning Progressions for Maps, Geospatial Technology, and Spatial Thinking …, 2015 | 12 | 2015 |
| An empirically grounded framework that evaluates argument quality in scientific and social contexts H Jin, D Yan, CE Mehl, K Llort, W Cui International Journal of Science and Mathematics Education 19, 681-700, 2021 | 10 | 2021 |
| Examining variability in elementary science teachers’ pedagogical content knowledge about phase change: Implications for teacher development and assessment JN Mikeska, D Brockway, J Ciofalo, H Jin, S Ritter Journal of Science Teacher Education 32 (4), 400-424, 2021 | 7 | 2021 |
| Teaching NGSS-Aligned lessons in science classrooms H Jin, JN Mikeska Science Scope 41 (3), 59-66, 2017 | 5 | 2017 |
Hayat HokayemTexas Christian UniversityVerified email at tcu.edu
