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 2021-05-01 to 2025-05-01.)
ArticleCitations
Issue Information63
“It is what it is”: Using Storied‐Identity and intersectionality lenses to understand the trajectory of a young Black woman's science and math identities56
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–201947
Issue Information47
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context41
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations38
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom37
The culturally responsive science teaching practices of undergraduate biology teaching assistants35
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry33
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi32
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 setting29
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement29
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development28
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach28
27
From feeling forces to understanding forces: The impact of bodily engagement on learning in science26
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education25
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers25
Infrastructural injustices in community‐driven afterschoolSTEAM25
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study25
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
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms23
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution23
23
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