OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Research in Science Teaching is 18. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-11-01 to 2024-11-01.)

Article	Citations
Applying machine learning to automatically assess scientific models	45
Constructing STEM identity: An expanded structural model for STEM identity research	45
Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing	41
Identities in/out of physics and the politics of recognition	36
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	33
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy	28
Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion	28
Understanding science career aspirations: Factors predicting future science task value	26
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development	25
“Anybody can do science if they're brave enough”: Understanding the role of science capital in science majors' identity trajectories into and through postsecondary science	25
To know about science is to love it? Unraveling cause–effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology	25
The role of phenomena and problems in science andSTEMeducation: Traditional, contemporary, and future approaches	24
Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice	23
Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis	23
Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors	21
AI and formative assessment: The train has left the station	21
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	19
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	19
Negotiations in scientific argumentation: An interpersonal analysis	18
“It is what it is”: Using Storied‐Identity and intersectionality lenses to understand the trajectory of a young Black woman's science and math identities	18
Material inquiry and transformation as prerequisite processes of scientific argumentation: Toward a social‐material theory of argumentation	18
Asset‐orientedframing of science and language learning with multilingual learners	18