Higher and lower-order cognitive skills: the case of chemistry U Zoller, G Tsaparlis Research in Science Education 27 (1), 117-130, 1997 | 198 | 1997 |
Students' levels of explanations, models, and misconceptions in basic quantum chemistry: a phenomenographic study C Stefani, G Tsaparlis Journal of Research in Science Teaching 46 (5), 520-536, 2009 | 180 | 2009 |
Students’ errors in solving numerical chemical-equilibrium problems M Kousathana, G Tsaparlis Chemistry Education Research and Practice 3 (1), 5-17, 2002 | 163 | 2002 |
Atomic and molecular structure in chemical education: a critical analysis from various perspectives of science education G Tsaparlis Journal of Chemical Education 74 (8), 922-925, 1997 | 162 | 1997 |
High‐school students' conceptual difficulties and attempts at conceptual change: the case of basic quantum chemical concepts G Tsaparlis, G Papaphotis International Journal of Science Education 31 (7), 895-930, 2009 | 139 | 2009 |
Evaluation of higher vs. lower-order cognitive skills-type examinations in chemistry: implications for university in-class assessment and examinations G Tsaparlis, U Zoller University Chemistry Education 7 (2), 50-57, 2003 | 135 | 2003 |
Quantum-chemical concepts: are they suitable for secondary students? G Tsaparlis, G Papaphotis Chemistry Education Research and Practice 3 (2), 129-144, 2002 | 130 | 2002 |
A study of group interaction processes in learning lower secondary physics D Stamovlasis, A Dimos, G Tsaparlis Journal of Research in Science Teaching: The Official Journal of the …, 2006 | 129 | 2006 |
Atomic orbitals, molecular orbitals and related concepts: conceptual difficulties among chemistry students G Tsaparlis Research in Science Education 27 (2), 271-287, 1997 | 127 | 1997 |
Instructional misconceptions in acid-base equilibria: An analysis from a history and philosophy of science perspective M Kousathana, M Demerouti, G Tsaparlis Science & Education 14, 173-193, 2005 | 123 | 2005 |
Non‐algorithmic quantitative problem solving in university physical chemistry: A correlation study of the role of selective cognitive factors G Tsaparlis Research in Science & Technological Education 23 (2), 125-148, 2005 | 121 | 2005 |
Conceptual understanding versus algorithmic problem solving: further evidence from a national chemistry examination D Stamovlasis, G Tsaparlis, C Kamilatos, D Papaoikonomou, ... Chemistry Education Research and Practice 6 (2), 104-118, 2005 | 118 | 2005 |
A model of problem solving: Its operation, validity, and usefulness in the case of organic‐synthesis problems G Tsaparlis, V Angelopoulos Science Education 84 (2), 131-153, 2000 | 115 | 2000 |
Acid-base equilibria, Part I: Upper secondary students"™ misconceptions and difficulties M Demerouti, M Kousathana, G Tsaparlis | 111 | 2004 |
Student conceptions of ionic bonding: patterns of thinking across three European contexts KS Taber, G Tsaparlis, C Nakiboğlu International Journal of Science Education 34 (18), 2843-2873, 2012 | 106 | 2012 |
Analogies in chemistry teaching as a means of attainment of cognitive and affective objectives: a longitudinal study in a naturalistic setting, using analogies with a strong … P Sarantopoulos, G Tsaparlis Chemistry Education Research and Practice 5 (1), 33-50, 2004 | 98 | 2004 |
Molecular‐equilibrium problems: manipulation of logical structure and of M‐demand, and their effect on student performance G Tsaparlis, M Kousathana, M Niaz Science Education 82 (4), 437-454, 1998 | 95 | 1998 |
Dimensional analysis and predictive models in problem solving G Tsaparlis International Journal of Science Education 20 (3), 335-350, 1998 | 76 | 1998 |
Applying catastrophe theory to an information‐processing model of problem solving in science education D Stamovlasis, G Tsaparlis Science Education 96 (3), 392-410, 2012 | 69 | 2012 |
Chemical phenomena versus chemical reactions: do students make the connection? G Tsaparlis Chemistry Education Research and Practice 4 (1), 31-43, 2003 | 68 | 2003 |