| The professionalization of museum educators: The case in science museums L Uyen Tran, H King Museum Management and Curatorship 22 (2), 131-149, 2007 | 186 | 2007 |
| Episodic memory in schizophrenic patients and their relatives T Toulopoulou, S Rabe-Hesketh, H King, RM Murray, RG Morris Schizophrenia research 63 (3), 261-271, 2003 | 155 | 2003 |
| The science capital teaching approach: Engaging students with science, promoting social justice S Godec, H King, L Archer UCL Institute of Education, 2017 | 101 | 2017 |
| Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London secondary science classrooms L Archer, E Dawson, J DeWitt, S Godec, H King, A Mau, E Nomikou, ... Science Education 101 (5), 741-764, 2017 | 79 | 2017 |
| STEM in England: meanings and motivations in the policy arena V Wong, J Dillon, H King International Journal of Science Education 38 (15), 2346-2366, 2016 | 76 | 2016 |
| Selfies at the science museum: Exploring girls’ identity performances in a science learning space E Dawson, L Archer, A Seakins, S Godec, J DeWitt, H King, A Mau, ... Gender and Education 32 (5), 664-681, 2020 | 73 | 2020 |
| Designing museum exhibits that facilitate visitor reflection and discussion MA Skydsgaard, H Møller Andersen, H King Museum Management and Curatorship 31 (1), 48-68, 2016 | 71 | 2016 |
| Fostering critical teacher agency: The impact of a science capital pedagogical approach H King, E Nomikou Pedagogy, Culture & Society 26 (1), 87-103, 2018 | 61 | 2018 |
| Examining student engagement with science through a Bourdieusian notion of field S Godec, H King, L Archer, E Dawson, A Seakins Science & Education 27, 501-521, 2018 | 55 | 2018 |
| Can the subaltern ‘speak’science? An intersectional analysis of performances of ‘talking science through muscular intellect’by ‘subaltern’students in UK urban secondary science … L Archer, E Nomikou, A Mau, H King, S Godec, J DeWitt, E Dawson Cultural Studies of Science Education 14, 723-751, 2019 | 44 | 2019 |
| Taking stock of environmental education policy in England–the what, the where and the why M Glackin, H King Environmental Education Research 26 (3), 305-323, 2020 | 43 | 2020 |
| Using Bourdieu in practice? Urban secondary teachers' and students' experiences of a Bourdieusian-inspired pedagogical approach L Archer, E Dawson, J DeWitt, S Godec, H King, A Mau, E Nomikou, ... Bourdieu and Education, 76-91, 2020 | 36 | 2020 |
| Building science capital in the classroom E Nomikou, L Archer, H King School Science Review 98 (365), 118-124, 2017 | 32 | 2017 |
| Teachers’ understanding and operationalisation of ‘science capital’ H King, E Nomikou, L Archer, E Regan International Journal of Science Education 37 (18), 2987-3014, 2015 | 30 | 2015 |
| Highlighting the value of evidence-based evaluation: Pushing back on demands for'impact'. H King, K Steiner, MC Hobson, A Robinson, H Clipson Journal of Science Communication 14 (02), 2015 | 28 | 2015 |
| Facilitating deep conceptual learning: The role of reflection and learning communities H King, L Tran Preparing informal science educators: Perspectives from science …, 2017 | 27 | 2017 |
| Supporting science learning in out-of-school contexts H King, M Glackin Good Practice In Science Teaching: What Research Has To Say: What research …, 2010 | 26 | 2010 |
| A learning research agenda for natural history institutions J Dillon, J DeWitt, E Pegram, B Irwin, K Crowley, R Haydon, H King, ... The Natural History Museum, 2016 | 23 | 2016 |
| Teaching science in informal environments: Pedagogical knowledge for informal educators LU Tran, H King The professional knowledge base of science teaching, 279-293, 2011 | 22 | 2011 |
| The ‘web of conditions’ governing England’s climate change education policy landscape K Greer, H King, M Glackin Journal of Education Policy 38 (1), 69-92, 2023 | 20 | 2023 |
