| Design and validation of an instrument to assess metacognitive skillfulness in chemistry problem solving MM Cooper, S Sandi-Urena Journal of Chemical Education 86 (2), 240, 2009 | 243 | 2009 |
| Effect of cooperative problem-based lab instruction on metacognition and problem-solving skills S Sandi-Urena, M Cooper, R Stevens Journal of chemical education 89 (6), 700-706, 2012 | 231 | 2012 |
| Enhancement of metacognition use and awareness by means of a collaborative intervention S Sandi‐Urena, MM Cooper, RH Stevens International journal of science education 33 (3), 323-340, 2011 | 201 | 2011 |
| Reliable multi method assessment of metacognition use in chemistry problem solving MM Cooper, S Sandi–Urena, R Stevens Chemistry Education Research and Practice 9 (1), 18-24, 2008 | 155 | 2008 |
| Students' experience in a general chemistry cooperative problem based laboratory S Sandi-Urena, MM Cooper, TA Gatlin, G Bhattacharyya Chemistry Education Research and Practice 12 (4), 434-442, 2011 | 113 | 2011 |
| Graduate teaching assistants' epistemological and metacognitive development S Sandi-Urena, MM Cooper, TA Gatlin Chemistry Education Research and Practice 12 (1), 92-100, 2011 | 72 | 2011 |
| Factors contributing to the development of graduate teaching assistant self-image S Sandi-Urena, T Gatlin Journal of Chemical Education 90 (10), 1303-1309, 2013 | 60 | 2013 |
| Design and validation of a multimethod assessment of metacognition and study of the effectiveness of metacognitive interventions GS Sandi-Urena Clemson University, 2008 | 41 | 2008 |
| Experimentation skills away from the chemistry laboratory: Emergency remote teaching of multimodal laboratories S Sandi-Urena Journal of Chemical Education 97 (9), 3011-3017, 2020 | 32 | 2020 |
| Reform in a general chemistry laboratory: how do students experience change in the instructional approach? I Chopra, J O'Connor, R Pancho, M Chrzanowski, S Sandi-Urena Chemistry Education Research and Practice 18 (1), 113-126, 2017 | 31 | 2017 |
| Evaluation of instruction: Students’ patterns of use and contribution to RateMyProfessors. com A Villalta-Cerdas, P McKeny, T Gatlin, S Sandi-Urena Assessment & Evaluation in Higher Education 40 (2), 181-198, 2015 | 22 | 2015 |
| Phenomenological approaches to study learning in the tertiary level chemistry laboratory S Sandi-Urena Química nova 41, 236-242, 2018 | 14 | 2018 |
| Experimental chemistry teaching: Understanding teaching assistants' experience in the academic laboratory S Sandi-Urena, TA Gatlin Educación química 23, 141-148, 2012 | 14 | 2012 |
| Self-explaining effect in general chemistry instruction: Eliciting overt categorical behaviours by design A Villalta-Cerdas, S Sandi-Urena Chemistry Education Research and Practice 15 (4), 530-540, 2014 | 11 | 2014 |
| Twenty years of learning in the cooperative general chemistry laboratory MM Cooper, S Sandi-Urena Trajectories of chemistry education innovation and reform, 47-64, 2013 | 9 | 2013 |
| Diferric tris (carboxylato) complexes of binucleating Schiff base ligands S Sandi-Urena, EJ Parsons Inorganic Chemistry 33 (2), 302-305, 1994 | 9 | 1994 |
| Use of RateMyProfessors. com data as a supplemental tool for the assessment of general chemistry instruction A Bergin, K Sharp, TA Gatlin, A Villalta-Cerdas, A Gower, S Sandi-Urena Journal of Chemical Education 90 (3), 289-295, 2013 | 8 | 2013 |
| Conceptualisation of Lewis structures by chemistry majors S Sandi-Urena, G Loría Cambronero, D Jinesta Chaves Chemistry Teacher International 2 (1), 20180019, 2020 | 7 | 2020 |
| Self-explaining and its use in college chemistry instruction A Villalta-Cerdas, S Sandi-Urena Educación química 24 (4), 431-438, 2013 | 7 | 2013 |
| Evaluación y desarrollo de la metacognición en la enseñanza de la química SS Ureña, MM Cooper Revista de Ciencia y Tecnología 26 (1 y 2), 2010 | 6 | 2010 |
