| Design-based research: An emerging paradigm for educational inquiry Design-Based Research Collective Educational researcher 32 (1), 5-8, 2003 | 6047 | 2003 |
| Situated engineering learning: Bridging engineering education research and the learning sciences A Johri, BM Olds Journal of Engineering Education 100 (1), 151-185, 2011 | 609 | 2011 |
| Synergy: A complement to emerging patterns of distributed scaffolding I Tabak The journal of the Learning Sciences 13 (3), 305-335, 2004 | 571 | 2004 |
| BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms BJ Reiser Cognition and instruction, 263-305, 2013 | 563 | 2013 |
| The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding I Tabak, E Baumgartner Cognition and Instruction 22 (4), 393-429, 2004 | 342* | 2004 |
| Scaffolding. BJ Reiser, I Tabak Cambridge University Press, 2014 | 339 | 2014 |
| An empirical analysis of knowledge co-construction in YouTube comments I Dubovi, I Tabak Computers & Education 156, 103939, 2020 | 229 | 2020 |
| Reconstructing context: Negotiating the tension between exogenous and endogenous educational design I Tabak Educational psychologist 39 (4), 225-233, 2004 | 150 | 2004 |
| Missing the point or missing the norms? Epistemological norms as predictors of students’ ability to identify fallacious arguments M Weinstock, Y Neuman, I Tabak Contemporary Educational Psychology 29 (1), 77-94, 2004 | 137 | 2004 |
| Complementary roles of software-based scaffolding and teacher-student interactions in inquiry learning I Tabak, BJ Reiser International Society of the Learning Sciences (ISLS), 1997 | 113 | 1997 |
| Interactions between emotional and cognitive engagement with science on YouTube I Dubovi, I Tabak Public understanding of science 30 (6), 759-776, 2021 | 112 | 2021 |
| Combining general and domain-specific strategic support for biological inquiry I Tabak, BK Smith, WA Sandoval, BJ Reiser International Conference on Intelligent Tutoring Systems, 288-296, 1996 | 104 | 1996 |
| A sociocultural exploration of epistemological beliefs I Tabak, M Weinstock Knowing, knowledge and beliefs: Epistemological studies across diverse …, 2008 | 90 | 2008 |
| Research on scaffolding in the learning sciences: A methodological perspective I Tabak, EA Kyza International handbook of the learning sciences, 191-200, 2018 | 84 | 2018 |
| Software-realized inquiry support for cultivating a disciplinary stance I Tabak, BJ Reiser Pragmatics & Cognition 16 (2), 307-355, 2008 | 53 | 2008 |
| Robotic gaming prototype for upper limb exercise: Effects of age and embodiment on user preferences and movement D Eizicovits, Y Edan, I Tabak, S Levy-Tzedek Restorative neurology and neuroscience 36 (2), 261-274, 2018 | 49 | 2018 |
| Functional scientific literacy: Seeing the science within the words and across the web I Tabak Handbook of educational psychology, 283-294, 2015 | 46 | 2015 |
| Knowledge is knowledge is knowledge? The relationship between personal and scientific epistemologies I Tabak, MP Weinstock Canadian Journal of Math, Science & Technology Education 5 (3), 307-328, 2005 | 42 | 2005 |
| Data practices during COVID: Everyday sensemaking in a high‐stakes information ecology J Radinsky, I Tabak British journal of educational technology 53 (5), 1221-1243, 2022 | 39 | 2022 |
| Steering the Course of Dialogue in Inquiry-based Science Classrooms. I Tabak, BJ Reiser | 37 | 1999 |
Brian J. ReiserProfessor of Learning Sciences, Northwestern UniversityVerified email at northwestern.edu
