OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Research in Science Teaching is 21. 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 2020-03-01 to 2024-03-01.)

Article	Citations
The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates	61
Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM	46
Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues	39
Science capital or STEM capital? Exploring relationships between science capital and technology, engineering, and maths aspirations and attitudes among young people aged 17/18	38
From substitution to redefinition: A framework of machine learning‐based science assessment	37
Students' attitudes toward science and science achievement: An analysis of the differential effects of science instructional practices	34
Constructing STEM identity: An expanded structural model for STEM identity research	32
Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing	32
Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches	32
Idle chatter or compelling conversation? The potential of the social media‐based #NGSSchat network for supporting science education reform efforts	30
The impact of system specifics on systems thinking	30
Applying machine learning to automatically assess scientific models	29
Genomics literacy matters: Supporting the development of genomics literacy through genetics education could reduce the prevalence of genetic essentialism	28
Developing and validating Next Generation Science Standards‐aligned learning progression to track three‐dimensional learning of electrical interactions in high school physical sc	27
Identities in/out of physics and the politics of recognition	27
Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data	26
Actions for sociopolitical consciousness in a high school science class: A case study of ninth grade class with predominantly indigenous students	26
Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion	24
Impact of computer modeling on learning and teaching systems thinking	23
Supporting middle school students’ science talk: A comparison of physical and virtual labs	22
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	21
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development	21
Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions	21