Journal of Research in Science Teaching

Papers
(The H4-Index of Journal of Research in Science Teaching is 22. 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 2022-06-01 to 2026-06-01.)
ArticleCitations
Issue Information106
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Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations42
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 setting42
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
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi37
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?36
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry36
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum35
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Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach32
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context32
Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation30
Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources30
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development29
Infrastructural injustices in community‐driven afterschoolSTEAM26
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning24
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin24
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study23
Negotiating Science‐in‐the‐Wild22
Issue Information22
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