| Beyond control of variables: What needs to develop to achieve skilled scientific thinking? D Kuhn, K Iordanou, M Pease, C Wirkala Cognitive development 23 (4), 435-451, 2008 | 321 | 2008 |
| Arguing on the computer: A microgenetic study of developing argument skills in a computer‐supported environment D Kuhn, W Goh, K Iordanou, D Shaenfield Child development 79 (5), 1310-1328, 2008 | 195 | 2008 |
| Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment K Iordanou, CP Constantinou Science Education 99 (2), 282-311, 2015 | 116 | 2015 |
| Developing argument skills across scientific and social domains K Iordanou Journal of Cognition and Development 11 (3), 293-327, 2010 | 115 | 2010 |
| Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues K Iordanou, CP Constantinou Learning and Instruction 34, 42-57, 2014 | 102 | 2014 |
| Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues A Baytelman, K Iordanou, CP Constantinou Journal of Research in Science Teaching 57 (8), 1199-1227, 2020 | 79 | 2020 |
| Learning by arguing K Iordanou, D Kuhn, F Matos, Y Shi, L Hemberger Learning and instruction 63, 101207, 2019 | 71 | 2019 |
| Argumentative reasoning K Iordanou, P Kendeou, K Beker Handbook of epistemic cognition, 39-53, 2016 | 60 | 2016 |
| Developing face-to-face argumentation skills: Does arguing on the computer help? K Iordanou Journal of Cognition and Development 14 (2), 292-320, 2013 | 48 | 2013 |
| Preservice teachers’ and teachers’ conceptions of energy and their ability to predict pupils’ level of understanding IAN Diakidoy, K Iordanou European Journal of Psychology of Education 18, 357-368, 2003 | 46 | 2003 |
| “Argue with me”: a method for developing argument skills K Iordanou, C Rapanta Frontiers in Psychology 12, 631203, 2021 | 45 | 2021 |
| Developing epistemological Understanding in Scientific and Social domains through argumentation K Iordanou Zeitschrift für Pädagogische Psychologie 30 (2-3), 109-119, 2016 | 38* | 2016 |
| Teachers’ ability to construct arguments, but not their perceived self-efficacy of teaching, predicts their ability to evaluate arguments E Lytzerinou, K Iordanou International Journal of Science Education 42 (4), 617-634, 2020 | 37 | 2020 |
| Contemplating the opposition: Does a personal touch matter? K Iordanou, D Kuhn Discourse Processes 57 (4), 343-359, 2020 | 36 | 2020 |
| From theory of mind to epistemic cognition. A lifespan perspective K Iordanou Frontline Learning Research 4 (5), 106-119, 2016 | 32 | 2016 |
| Epistemic perspective and online epistemic processing of evidence: Developmental and domain differences K Iordanou, KR Muis, P Kendeou The Journal of Experimental Education 87 (4), 531-551, 2019 | 28 | 2019 |
| Forming a belief: The contribution of comprehension to the evaluation and persuasive impact of argumentative text IAN Diakidoy, SA Christodoulou, G Floros, K Iordanou, PV Kargopoulos British Journal of Educational Psychology 85 (3), 300-315, 2015 | 28 | 2015 |
| Supporting strategic and meta-strategic development of argument skill: the role of reflection K Iordanou Metacognition and Learning, 2022 | 22 | 2022 |
| Constraints and affordances of online engagement with scientific information—A literature review F Hendriks, E Mayweg-Paus, M Felton, K Iordanou, R Jucks, ... Frontiers in Psychology 11, 572744, 2020 | 21 | 2020 |
| Examining my-side bias during and after reading controversial historical accounts K Iordanou, P Kendeou, M Zembylas Metacognition and Learning 15 (3), 319-342, 2020 | 17 | 2020 |
