| Is inquiry-based science teaching worth the effort? L Zhang Science & Education 25 (7), 897-915, 2016 | 94 | 2016 |
| How high school students envision their STEM career pathways L Zhang, M Barnett Cultural Studies of Science Education 10 (3), 637-656, 2015 | 75 | 2015 |
| “Hands-on” plus “inquiry”? Effects of withholding answers coupled with physical manipulations on students' learning of energy-related science concepts L Zhang Learning and Instruction 60, 199-205, 2019 | 47 | 2019 |
| One science teacher’s professional development experience: a case study exploring changes in students’ perceptions of their fluency with innovative technologies J Ebenezer, R Columbus, ON Kaya, L Zhang, DL Ebenezer Journal of Science Education and Technology 21 (1), 22-37, 2012 | 45 | 2012 |
| There is an evidence crisis in science educational policy L Zhang, PA Kirschner, WW Cobern, J Sweller Educational Psychology Review 34 (2), 1157-1176, 2022 | 32 | 2022 |
| A meta-analysis method to advance design of technology-based learning tool: Combining qualitative and quantitative research to understand learning in relation to different … L Zhang Journal of Science Education and Technology 23 (1), 145-159, 2014 | 31 | 2014 |
| Withholding answers during hands-on scientific investigations? Comparing effects on developing students’ scientific knowledge, reasoning, and application L Zhang International Journal of Science Education 40 (4), 459-469, 2018 | 25 | 2018 |
| Confusions on “Guidance” in Inquiry-Based Science Teaching: A Response to Aditomo and Klieme (2020) L Zhang, WW Cobern Canadian Journal of Science, Mathematics and Technology Education, 1-6, 2020 | 22 | 2020 |
| Growing Plants and Scientists: Fostering Positive Attitudes toward Science among All Participants in an Afterschool Hydroponics Program AK Patchen, L Zhang, M Barnett Journal of Science Education and Technology 26 (3), 279-294, 2017 | 17 | 2017 |
| Coupling social justice and out of schooltime learning to provide opportunities to motivate, engage, and interest underrepresented populations in STEM fields S Mark, D DeBay, L Zhang, J Haley, A Patchen, C Wong, M Barnett Career Planning and Adult Development Journal 29 (2), 93-10, 2013 | 12 | 2013 |
| How is “Knowledge” constructed during science activities? Detaching instructional effects of “Playing” and “Telling” to optimize integration of scientific investigations L Zhang, J Van Reet Research in Science Education 52 (5), 1435-1449, 2022 | 10 | 2022 |
| How Does Inquiry-Based Scientific Investigation Relate to the Development of Students’ Science Knowledge, Knowing, Applying, and Reasoning? An Examination of TIMSS Data L Zhang, Z Li Canadian Journal of Science, Mathematics and Technology Education 19, 334-345, 2019 | 6 | 2019 |
| Guidance differs between teaching modes: practical challenges in integrating hands-on investigations with direct instruction L Zhang Learning: Research and Practice, 2022 | 2 | 2022 |
| Correction to: There is an Evidence Crisis in Science Educational Policy L Zhang, PA Kirschner, WW Cobern, J Sweller Educational Psychology Review 36 (1), 5, 2024 | | 2024 |
| Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction L Zhang, J Sweller European Journal of Psychology of Education, 1-11, 2024 | | 2024 |
| Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction” J Sweller, L Zhang, G Ashman, W Cobern, PA Kirschner Educational Research Review, 2024 | | 2024 |
