| How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development IM Kinchin, DB Hay, A Adams Educational research 42 (1), 43-57, 2000 | 1051 | 2000 |
| Making learning visible: the role of concept mapping in higher education D Hay, I Kinchin, S Lygo‐Baker Studies in higher education 33 (3), 295-311, 2008 | 478 | 2008 |
| Concept mapping in biology IM Kinchin Journal of biological education 34 (2), 61-68, 2000 | 337 | 2000 |
| The biology of tardigrades IM Kinchin (No Title), 1994 | 331 | 1994 |
| If concept mapping is so helpful to learning biology, why aren't we all doing it? IM Kinchin International Journal of Science Education 23 (12), 1257-1269, 2001 | 223 | 2001 |
| Using concept maps to reveal understanding: A two-tier analysis IM Kinchin School Science Review 81 (296), 41-46, 2000 | 206 | 2000 |
| Investigating students' beliefs about their preferred role as learners I Kinchin Educational research 46 (3), 301-312, 2004 | 202 | 2004 |
| Using concept mapping to enhance the research interview IM Kinchin, D Streatfield, DB Hay International Journal of Qualitative Methods 9 (1), 52-68, 2010 | 192 | 2010 |
| Universities as centres of non-learning IM Kinchin, S Lygo-Baker, DB Hay Studies in Higher Education 33 (1), 89-103, 2008 | 192 | 2008 |
| Using concept maps to reveal conceptual typologies DB Hay, IM Kinchin Education+ Training 48 (2/3), 127-142, 2006 | 187 | 2006 |
| Concept mapping as a learning tool in higher education: A critical analysis of recent reviews IM Kinchin The Journal of Continuing Higher Education 62 (1), 39-49, 2014 | 185 | 2014 |
| The evolution of a collaborative concept mapping activity for undergraduate microbiology students IM Kinchin, FAAM De‐Leij, DB Hay Journal of Further and Higher Education 29 (1), 1-14, 2005 | 159 | 2005 |
| Reconsidering the dimensions of expertise: From linear stages towards dual processing IM Kinchin, B Cabot London Review of Education 8 (2), 2010 | 138 | 2010 |
| Avoiding technology‐enhanced non‐learning I Kinchin British Journal of Educational Technology 43 (2), E43-E48, 2012 | 131 | 2012 |
| The myth of the research‐led teacher IM Kinchin, DB Hay Teachers and Teaching: theory and practice 13 (1), 43-61, 2007 | 118 | 2007 |
| Investigating secondary-school girls' preferences for animals or plants: a simplehead-to-head'comparison using two unfamiliar organisms. IM Kinchin Journal of Biological Education (Society of Biology) 33 (2), 1999 | 115 | 1999 |
| Peer observation of teaching: The interaction between peer review and developmental models of practice J Yiend, S Weller, I Kinchin Journal of Further and Higher Education 38 (4), 465-484, 2014 | 114 | 2014 |
| Using concept maps to optimize the composition of collaborative student groups: a pilot study I Kinchin, D Hay Journal of Advanced Nursing 51 (2), 182-187, 2005 | 114 | 2005 |
| Using concept mapping to measure learning quality D Hay, I Kinchin Education+ Training 50 (2), 167-182, 2008 | 111 | 2008 |
| Developing a peer observation program with university teachers L Lomas, I Kinchin International journal of teaching and learning in higher education 18 (3 …, 2006 | 110 | 2006 |
Naomi WinstoneProfessor of Educational Psychology, University of Surrey在 surrey.ac.uk 的电子邮件经过验证
