| Intuition and insight: Two concepts that illuminate the tacit in science education R Brock Studies in Science Education 51 (2), 127-167, 2015 | 65 | 2015 |
| How students view the boundaries between their science and religious education concerning the origins of life and the universe B Billingsley, R Brock, KS Taber, F Riga Science Education 100 (3), 459-482, 2015 | 61 | 2015 |
| Learning theories in science education S Agarkar, R Brock Science Education, 93-103, 2017 | 26 | 2017 |
| The application of the microgenetic method to studies of learning in science education: Characteristics of published studies, methodological issues and recommendations for … R Brock, KS Taber Studies in Science Education 53 (1), 45-73, 2017 | 24 | 2017 |
| Responding to Research: An Interview Study of the Teacher Wellbeing Support Being Offered in Ten English Schools. A Manning, R Brock, E Towers Journal of Social Science Education 19 (2), 75-94, 2020 | 14 | 2020 |
| Tacit knowledge in science education: The role of intuition and insight in teaching and learning science R Brock Science education, 133-142, 2017 | 14 | 2017 |
| Intuition and Integration: Insights from intuitive students R Brock Unpublished MPhil Thesis, University of Cambridge, 2006 | 10 | 2006 |
| Making claims about learning: a microgenetic multiple case study of temporal patterns of conceptual change in learners’ activation of force conceptions R Brock, KS Taber International Journal of Science Education 42 (8), 1388-1407, 2020 | 9 | 2020 |
| A study to explore the potential of designing teaching activities to scaffold learning: understanding circular motion KS Taber, R Brock Effective teaching and learning: Perspectives, strategies and implementation …, 2018 | 8 | 2018 |
| Targeted Teaching: Strategies for secondary teaching T Baker, G Evers, R Brock SAGE Publications Inc, 2017 | 8 | 2017 |
| Differentiation by alternative conception: tailoring teaching to students' thinking R Brock School Science Review 88 (325), 97-104, 2007 | 8 | 2007 |
| The “problem” of teacher quality: exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England E Towers, EAC Rushton, S Gibbons, S Steadman, R Brock, Y Cao, ... Educational Review, 1-17, 2023 | 7 | 2023 |
| Keeping Students Out of Mary’s (Class) room: Approaches to Supporting Students’ Acquisition of Non-propositional Knowledge in Science Education R Brock, D Hay Science & Education 28 (9), 985-1000, 2019 | 6 | 2019 |
| Making sense of ‘making sense’in science education: A microgenetic multiple case study R Brock, KS Taber Cognitive and Affective Aspects in Science Education Research: Selected …, 2017 | 6 | 2017 |
| Distinguishing Nature of Science Beliefs, Knowledge and Understandings: Towards Clarity and Coherence in Educational Goals Related to the Nature of Science R Brock, W Park Science & Education, 1-22, 2022 | 5 | 2022 |
| Connectionism—Edward Thorndike R Brock Science Education in Theory and Practice: An Introductory Guide to Learning …, 2020 | 4 | 2020 |
| Making sense of making sense: A microgenetic multiple case study of five students’ developing conceptual compounds related to physics RA Brock | 4 | 2017 |
| The challenge of plural conceptions R Brock Studies in Science Education 52 (1), 81-92, 2016 | 4 | 2016 |
| Supporting Early Career Teachers to thrive in their first year. A Guide for Schools. E Rushton, S Gibbons, R Brock, C Cao, C Finesilver, R Hesketh, J Jones, ... | 3 | 2021 |
| Knowing is only the first step: strategies to support the development of scientific understanding R Brock School Science Review 99 (369), 116-121, 2018 | 3 | 2018 |
Keith S TaberEmeritus Professor of Science Education, University of CambridgeVerified email at cam.ac.uk
