OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Research in Science Teaching is 25. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Issue Information	85
Issue Information	80
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	49
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	42
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	42
	37
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	37
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	36
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	35
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 setting	34
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?	33
“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	33
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum	33
	32
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	32
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	32
	30
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	29
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers	29
Infrastructural injustices in community‐driven afterschoolSTEAM	28
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	27
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	26
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	26
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	26
Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources	26

Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects