| A theoretical framework for the studio as a learning environment CB Brandt, K Cennamo, S Douglas, M Vernon, M McGrath, Y Reimer International Journal of Technology and Design Education 23, 329-348, 2013 | 219 | 2013 |
| The “right kind of telling”: Knowledge building in the academic design studio K Cennamo, C Brandt Educational technology research and development 60, 839-858, 2012 | 141 | 2012 |
| Managing the complexity of design problems through studio-based learning K Cennamo, C Brandt, B Scott, S Douglas, M McGrath, Y Reimer, ... Interdisciplinary Journal of Problem-Based Learning 5 (2), 5, 2011 | 135 | 2011 |
| Discursive geographies in science: Space, identity, and scientific discourse among indigenous women in higher education CB Brandt Cultural Studies of Science Education 3 (3), 703-730, 2008 | 87 | 2008 |
| Science and cultural process: Defining an anthropological approach to science education L Hammond, C Brandt Studies in Science Education 40 (1), 1-47, 2004 | 83 | 2004 |
| Students’ evaluations about climate change D Lombardi, CB Brandt, ES Bickel, C Burg International Journal of Science Education 38 (8), 1392-1414, 2016 | 76 | 2016 |
| Talk, tools, and tensions: Observing biological talk over time D Ash, R Crain, C Brandt, M Loomis, M Wheaton, C Bennett International Journal of Science Education 29 (12), 1581-1602, 2007 | 71 | 2007 |
| Promoting creativity in the computer science design studio K Cennamo, SA Douglas, M Vernon, C Brandt, B Scott, Y Reimer, ... Proceedings of the 42nd ACM technical symposium on Computer science …, 2011 | 53 | 2011 |
| A thirst for justice in the arid Southwest: The role of epistemology and place in higher education CB Brandt Educational Studies 36 (1), 2004 | 51 | 2004 |
| Informal engineering education after school: Employing the studio model for motivation and identification in STEM domains. CG Schnittka, CB Brandt, BD Jones, MA Evans Advances in Engineering Education 3 (2), n2, 2012 | 46 | 2012 |
| Scientific discourse in the academy: A case study of an American Indian undergraduate CB Brandt Science Education 92 (5), 825-847, 2008 | 44 | 2008 |
| Landscapes as contexts for learning CB Brandt International handbook of research on environmental education, 275-283, 2013 | 25 | 2013 |
| Categorising students' evaluations of evidence and explanations about climate change D Lombardi, ES Bickel, CB Brandt, C Burg International Journal of Global Warming 12 (3-4), 313-330, 2017 | 22 | 2017 |
| Ethnographies of science education: Situated practices of science learning for social/political transformation CB Brandt, H Carlone Ethnography and Education 7 (2), 143-150, 2012 | 22 | 2012 |
| Epistemology and temporal/spatial orders in science education: A response to Aikenhead & Ogawa’s: Indigenous knowledge and science revisited C Brandt Cultural Studies of Science Education 2 (3), 539-620, 2007 | 21 | 2007 |
| Habitus, social fields, and circuits in rural science education CB Brandt, W Shumar, L Hammond, H Carlone, S Kimmel, C Tschida Cultural Studies of Science Education 5, 477-493, 2010 | 17 | 2010 |
| Reimagining science education in neoliberal global contexts: Sociocultural accounts of science learning in underserved communities J Rahm, CB Brandt Mind, Culture, and Activity 23 (3), 183-187, 2016 | 13 | 2016 |
| Informal engineering education after school: A studio model for middle school girls and boys CG Schnittka, C Brandt, B Jones, MA Evans Advances in Engineering Education 3 (2), 1-31, 2012 | 12 | 2012 |
| Elements of Design‐Based Science Activities That Affect Students' Motivation BD Jones, JR Chittum, S Akalin, A B. Schram, J Fink, C Schnittka, ... School Science and Mathematics 115 (8), 404-415, 2015 | 10 | 2015 |
| Traditional agriculture on the Zuni Indian Reservation in the recent historic period CB Brandt Soil, water, biology, and belief in prehistoric and traditional Southwestern …, 1995 | 9 | 1995 |
Sarah DouglasProfessor of Computer Science, University of OregonVerified email at cs.uoregon.edu