| Teaching science as a language: A “content‐first” approach to science teaching BA Brown, K Ryoo Journal of Research in Science Teaching 45 (5), 529-553, 2008 | 403 | 2008 |
| Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis? K Ryoo, MC Linn Journal of Research in Science Teaching 49 (2), 218-243, 2012 | 141 | 2012 |
| Computer-guided inquiry to improve science learning MC Linn, L Gerard, K Ryoo, K McElhaney, OL Liu, AN Rafferty Science 344 (6180), 155-156, 2014 | 99 | 2014 |
| Pathway towards fluency: Using ‘disaggregate instruction’to promote science literacy BA Brown, K Ryoo, J Rodriguez International Journal of Science Education 32 (11), 1465-1493, 2010 | 92 | 2010 |
| Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations K Ryoo, MC Linn Journal of Research in Science Teaching 51 (2), 147-174, 2014 | 79 | 2014 |
| Automated guidance for student inquiry. LF Gerard, K Ryoo, KW McElhaney, OL Liu, AN Rafferty, MC Linn Journal of Educational Psychology 108 (1), 60, 2016 | 64 | 2016 |
| Teaching science through the language of students in technology-enhanced instruction K Ryoo Journal of Science Education and Technology, 1-14, 2014 | 47 | 2014 |
| The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science K Ryoo, K Bedell Journal of Research in Science Teaching 54 (10), 1274-1301, 2017 | 39 | 2017 |
| Promoting linguistically diverse students’ short-term and long-term understanding of chemical phenomena using visualizations K Ryoo, K Bedell, A Swearingen Journal of Science Education and Technology 27 (6), 508-522, 2018 | 30 | 2018 |
| Designing and validating assessments of complex thinking in science K Ryoo, MC Linn Theory Into Practice 54 (3), 238-254, 2015 | 28 | 2015 |
| Designing automated guidance for concept diagrams in inquiry instruction K Ryoo, MC Linn Journal of Research in Science Teaching 53 (7), 1003-1035, 2016 | 26 | 2016 |
| Supporting linguistically diverse students' science learning with dynamic visualizations through discourse‐rich practices K Ryoo, K Bedell Journal of Research in Science Teaching 56 (3), 270-301, 2019 | 23 | 2019 |
| Measuring knowledge integration learning of energy topics: A two-year longitudinal study OL Liu, K Ryoo, MC Linn, E Sato, V Svihla International Journal of Science Education 37 (7), 1044-1066, 2015 | 23 | 2015 |
| Learning science, talking science: The impact of a technology-enhanced curriculum on students' science learning in linguistically diverse mainstream classrooms K Ryoo Stanford University, 2009 | 21 | 2009 |
| Student progress in understanding energy concepts in photosynthesis using interactive visualizations K Ryoo, MC Linn Proceedings of the 9th International Conference of the Learning Sciences …, 2010 | 10 | 2010 |
| Exploring different types of assessment items to measure linguistically diverse students’ understanding of energy and matter in chemistry K Ryoo, E Toutkoushian, K Bedell Chemistry Education Research and Practice 19 (1), 149-166, 2018 | 9 | 2018 |
| Knowledge integration in the digital age: Trajectories, opportunities and future directions M Linn, BS Eylon, A Kidron, L Gerard, E Toutkoushian, K Ryoo, ... International Society of the Learning Sciences, Inc.[ISLS]., 2018 | 8 | 2018 |
| Comparison of specific and knowledge integration automated guidance for concept diagrams in inquiry instruction K Ryoo, MC Linn Boulder, CO: International Society of the Learning Sciences, 2014 | 4 | 2014 |
| Energy across the Curriculum-Cumulative Learning Using Embedded Assessment Results V Svihla, L Gerard, K Ryoo, E Sato, T Visintainer, H Swanson, M Linn, ... International Society of the Learning Sciences (ISLS), 2010 | 4 | 2010 |
| Using machine learning to understand students’ learning patterns in simulations W Jang, J Francisco, N Ranganathan, KM McCarroll, K Ryoo International Society of the Learning Sciences (ISLS), 2020 | 2 | 2020 |
