| Conceptual Engineering and Science Education | Science & education |  | | 2026 | 6 | 0 |
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| Philosophy of Science Made Simple and Relevant | Science & education | | | 2025 | 14 | 0 |
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| Using Text Mining to Identify Teleological Explanations in Physics and Biology Textbooks: An Exploratory Study | Science & education |  | | 2025 | 5 | 10 |
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| How Scientists Themselves May be Responsible for Science Distrust | Science & education | | | 2025 | 6 | 0 |
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| Ancestry inferences from DNA testing results: The problem of sociogenetic essentialism | History and philosophy of the life sciences | | | 2025 | 5 | 44 |
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| The Historiography of Biology and Why It Matters | Science & education | | | 2024 | 6 | 0 |
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| How we Get Mendel Wrong, and Why it Matters: Challenging the narrative of Mendelian genetics | | | | 2023 | 13 | 0 |
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| The racist origins, racialist connotations, and purity assumptions of the concept of “admixture” in human evolutionary genetics | Genetics | | | 2023 | 112 | 308 |
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| Reconsidering the goals of evolution education: defining evolution and evolutionary literacy | Evolution | | | 2022 | 81 | 266 |
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| A Justification of Legitimate Teleological Explanations in Physics Education | Science & education | | | 2022 | 91 | 520 |
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| “Genes for a role,” “genes as essences”: Secondary students' explicit and implicit intuitions about genetic essentialism and teleology | Journal of research in science teaching | | | 2022 | 142 | 109 |
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| Students’ “teleological misconceptions” in evolution education: why the underlying design stance, not teleology per se, is the problem | Evolution | | | 2020 | 17 | 50 |
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| Implicit Associations of Teleology and Essentialism Concepts with Genetics Concepts among Secondary School Students | PloS one | | | 2020 | 228 | 259 |
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| Reconsidering the Meaning of Concepts in Biology: Why Distinctions Are So Important | BioEssays | | | 2018 | 13 | 1 |
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| How Do Preservice Biology Teachers Explain the Origin of Biological Traits?: A Philosophical Analysis | Science education | | | 2016 | 5 | 0 |
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| The Need for Interdisciplinary Dialog in Evolution Education: A Comment on the Responses by Ware & Gelman and Shtulman | Cognitive science | | | 2015 | 6 | 0 |
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| Distorting the History of Evolutionary Thought in Conceptual Development Research | Cognitive science | | | 2015 | 6 | 0 |
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| Succeeding Michael R. Matthews: An Honor and a Challenge | Science & education | | | 2015 | 5 | 0 |
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| Mendelian Genetics as a Platform for Teaching About Nature of Science and Scientific Inquiry: The Value of Textbooks | Science & education | | | 2015 | 6 | 0 |
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| Key challenges for next‐generation pharmacogenomics | EMBO reports | | | 2014 | 13 | 1 |
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| History and Philosophy of Science and the Teaching of Macroevolution | International Handbook of Research in History, Philosophy and Science Teaching | | | 2014 | 5 | 0 |
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| Teaching About Adaptation: Why Evolutionary History Matters | Science & education | | | 2013 | 7 | 0 |
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| Mendel and the Path to Genetics: Portraying Science as a Social Process | Science & education | | | 2013 | 7 | 0 |
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| Children’s Intuitive Teleology: Shifting the Focus of Evolution Education Research | Evolution | | | 2012 | 6 | 5 |
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| Children’s Teleological Intuitions: What Kind of Explanations Do 7–8 Year Olds Give for the Features of Organisms, Artifacts and Natural Objects? | Research in science education | | | 2012 | 6 | 0 |
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| Charles Darwin and Evolution: Illustrating Human Aspects of Science | Science & education | | | 2010 | 7 | 0 |
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| Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution | Science & education | | | 2009 | 6 | 0 |
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| Students’ intuitive explanations of the causes of homologies and adaptations | Science & education | | | 2008 | 7 | 0 |
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| Students’ Preconceptions About Evolution: How Accurate is the Characterization as “Lamarckian” when Considering the History of Evolutionary Thought? | Science & education | | | 2007 | 6 | 0 |
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