| Epistemic practices and science education GJ Kelly, P Licona History, philosophy and science teaching: New perspectives, 139-165, 2018 | 323 | 2018 |
| Translanguaging as pedagogy: Developing learner scientific discursive practices in a bilingual middle school science classroom P Infante, PR Licona International Journal of Bilingual Education and Bilingualism, 2021 | 92 | 2021 |
| Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish PR Licona, GJ Kelly Cultural Studies of Science Education 15 (2), 485-510, 2020 | 56 | 2020 |
| Translanguaging in middle school science: Written arguments about issues of biodiversity P Licona, GJ Kelly Translanguaging in Science Education, 173-201, 2022 | 7 | 2022 |
| Translanguaging about socioscientific issues in middle school science PR Licona Theory and methods for sociocultural research in science and engineering …, 2019 | 7 | 2019 |
| History philosophy and science teaching GJ Kelly, P Licona, M Matthews | 6 | 2018 |
| History, philosophy and science teaching: new perspectives GJ Kelly, P Licona, MR Matthews | 5 | 2018 |
| Student conceptions of the cause and locations of earthquakes P Licona, S McDonald, T Furman Earth Sci, 50-54, 2013 | 5 | 2013 |
| Creating Extra Credit Assignments That Challenge, Inspire, and Empower Students. A Goldina, P Licona, PL Ricci HAPS Educator, 2020 | 2 | 2020 |
| Developing a Hypothetical Lea S McDonald, M Bembenic, L Guertin, P Licona, S Preston, T Furman | | 2013 |
| UPPER ELEMENTARY THROUGH HIGH SCHOOL STUDENT AND TEACHER MISCONCEPTIONS OF THE CAUSES OF THE BREAKUP OF PANGAEA P LICONA 2011 GSA Annual Meeting in Minneapolis, 2011 | | 2011 |
