Journal of Research in Science Teaching

Papers
(The H4-Index of Journal of Research in Science Teaching is 23. 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 2022-08-01 to 2026-08-01.)
ArticleCitations
Issue Information115
55
Are there any “science people” in undergraduate health science courses? Assessing science identity among pre‐nursing and pre‐allied health students in a community college setting48
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?43
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum42
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom41
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement39
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry38
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations38
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context35
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach34
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi34
Issue Information33
30
Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources29
Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation27
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study25
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development24
Issue Information24
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin24
Negotiating Science‐in‐the‐Wild24
Infrastructural injustices in community‐driven afterschoolSTEAM23
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution23
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation23
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning23
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