Journal of Research in Science Teaching

Article	Citations
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Young children's translanguaging as emergent in and through open‐ended science pedagogies	45
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves: Working with their multilingual assets and identities as future elementary science teachers	41
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Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	33
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	28
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	28
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“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?	26
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A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?	25
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Guiding student transduction in elementary school astronomy	24
Engaging the racist science of human intelligence: Towards a more just science education future	23
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High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	21
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Preparing students for the modern information landscape and navigating science–technology–society issues	19
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Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	18
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Toward decolonizingSTEM: Centering place and sense of place forcommunity‐based problem‐solving	17

Unpacking the connections between 8th graders' climate literacy and epistemic cognition	17
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	17
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	16
Issue Information	16
The culturally responsive science teaching practices of undergraduate biology teaching assistants	16
Using automated analysis to assess middle school students' competence with scientific argumentation	15
Effectiveness of inquiry‐based science laboratories for improving teamwork and problem‐solving skills and attitudes	15
To know about science is to love it? Unraveling cause–effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology	15
Effectiveness of conceptual change strategies in science education: A meta‐analysis	15
What affects the continued learning about energy? Evidence from a 4‐year longitudinal study	15
“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	14
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework	13
Science education for and as resiliency through indoor agriculture	13
Validity aspects in measuring evolution acceptance: Evidence from surveys of preservice biology teachers and creationists	13
Open for whom? The need to define open science for science education	13
Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees	13
Secondary science teachers' conceptualizations and modifications to support equitable participation in a co‐designed computational thinking lesson	12
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	12
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching	12
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	12
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	12
Designing a framework for teachers' integration of computational thinking into elementary science	12
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	11
A structural model of student experiences in a career‐forward chemistry laboratory curriculum	11
Asset and deficit discourses of student ideas in science formative assessment co‐design	11
The interplay between students' motivational profiles and science learning	11
Issue Information	11
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	11
Investigating the dimensions of modeling competence among preservice science teachers: Meta‐modeling knowledge, modeling practice, and modeling product	11
Middle school students' use of the energy concept to engage in new learning: What ideas matter?	11
Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis	10
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	10
Promoting teachers' advocacy and agency for equity in STEM education through research and reflection	10
Issue Information	10
AI and formative assessment: The train has left the station	10
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	10
STEM Teacher Characteristics and Mobility: Longitudinal Evidence From the American Midwest, 2010 Through 2023	10
Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas	10
Students' situational engagement profiles in formal and informal science learning environments	10
“Getting along” and “using evidence”: Elementary engineering as contentious practice	10
Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity	10
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Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies	9
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Understandings entrenzados: A commentary	9
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	9
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments	9
Declining interest in science in lower secondary school classes: Quasi‐experimental and longitudinal evidence on the role of teaching and teaching quality	8
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom	8

“We are sorry to inform you…”—The effects of early elimination on science competition participants’ career aspirations	8
Science teachers' beliefs about teaching and learning related to content and procedural goals	8
Artificial intelligence and the Journal of Research in Science Teaching	8
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers	8
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Prioritizing emotion objects in making sense of student learning of socioscientific issues	8
African American Language in science education: A translanguaging perspective	7
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	7
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Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	7
Syrian refugee youths' science learning in a “dialogic” third space: Pushing boundaries in the Lebanese educational system through translanguaging	7
Issue Information	7
Infrastructural injustices in community‐driven afterschoolSTEAM	7
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Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	7
TRANSforming language use in science education through trans and queer studies	7
Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course	7
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The impact of Geospatial Inquiry lessons on student interest in science and technology careers	7
Issue Information	7
Making an impression: What do students who attended an informal evolution enrichment program in the sixth‐grade recall from the experience 3 years later?	6
A (TRANS)formative approach to gender‐inclusive science education	6
The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists	6
Savviness of sixth graders: Student perspectives about translanguaging during science formative assessment	6
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“Why am I here?”: A phenomenological exploration of first‐generation college student experiences in STEM majors within a predominantly white institution	6
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	6
The sense that we're invisible: A longitudinal analysis of diverse women's experiences with structural violence in biomedical doctoral programs	6
Exposing the hazards of teaching 19th century genetic science	6
Belonging in science classrooms: Investigating its relation to students' contributions and influence in knowledge building	6
Students' awareness and conceptions of science‐related communication mechanisms on social media	6
#Resilience is not enough for Black women in STEM: Counterstories of two young Black women becoming a STEM person	5
Issue Information	5
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	5
Patterns of belief and trust in climate change information	5
From feeling forces to understanding forces: The impact of bodily engagement on learning in science	5
Understanding science career aspirations: Factors predicting future science task value	5
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	5
People who have more science education rely less on misinformation—Even if they do not necessarily follow the health recommendations	5
Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors	5
Connected learning: An approach for teaching nature of science aspects and argumentation components	5
Crossing boundaries between research and practitioner communities: The role of research use and cross‐community journal authorship	5
Supporting Black women's pursuits in STEM	5
Learning with multiple external representations in physics: Concreteness fading versus simultaneous presentation	5
Correction to “Genomics literacy matters: Supporting the development of genomics literacy through genetics education could reduce the prevalence of genetic essentialism”	4
Examining models constructed by kindergarten children	4
Can we disrupt the momentum of the AI colonization of science education?	4
The impact of high school science pedagogies on students' STEM career interest and on their ratings of teacher quality	4
Factors Influencing Science Teachers' Professional Development: A Cultural‐Historical Activity Theory Perspective	4
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Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review	4
Djaji Mahsheye,Moghrabeye, andLabaneh: Making science relevant	4
Asset‐orientedframing of science and language learning with multilingual learners	4
A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability	4
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	4
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Examining the relationship between disciplinary counterspaces for undergraduate women and sense of belonging: A physics exemplar	4
Identifying aspects of complex and technological systems in the mental models of students who constructed computational models of electric circuits	3
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Community‐driven science and science education: Living in and navigating the edges of equity, justice, and science learning	3
The role of phenomena and problems in science andSTEMeducation: Traditional, contemporary, and future approaches	3
High school biology teachers’ integration of computational thinking into data practices to support student investigations	3
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Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs	3
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	3
Setting empirically informed content knowledge policy benchmarks for physical science teaching	3
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Jamming power: Youth agency and community‐driven science in a critical technology learning program	3
Fostering expansive and connective sensemaking with preservice secondary science teachers	3
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The influence of relational, political, discursive, and structural dimensions of power on increasing equitable access to undergraduate research experiences	3
A grounded theory model of the dynamics of undergraduate engineering students' researcher identity and epistemic thinking	3
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Bias, bias everywhere: A response to Li et al. and Zhai and Nehm	3

Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students	2
Correlates of peer classroom connectedness among undergraduate women in STEM	2
Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects	2
“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers	2
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	2
Instructional practices in secondary science: How teachers achieve local and standards‐based success	2
Exploring the predictiveness of curiosity and interest in science learning in and after class	2
Graduate teaching assistants impact student motivation and engagement in course‐based undergraduate research experiences	2
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	2
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	2
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	2
Does role play manipulate students? Persuasive effects of role play on students' attitude and behavior regarding a socioscientific issue	2
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	2
Teaching health justice and reimagining narratives of place through community‐driven science practices	2
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	2
The role of equitable classroom cultures for supporting interest in science	2
Deciphering the role of epistemic injustice in school‐based citizen science: Sources, implications, and possible ways for mitigation	2
Eliciting and working with student thinking: Preservice science teachers' enactment of core practices when orchestrating collaborative group work	2
I'm not giving up on you: Exploring the roles of politicized trust and critical agency in the Scratch coding trajectory of two Black boys	2
Connected by emotion: Teacher agency in an online science education course during COVID‐19	2
Using technology‐mediated inquiry to help young learners reimagine the visible world through simple particle models	2
Toward asset‐oriented and definitionally clear terminology: A comment on González‐Howard and Suárez (2021)	2
Characterizing variations in the figured worlds of teachers and students in science class	2
Learning to think spatially through curricula that embed spatial training	2
Can we and should we use artificial intelligence for formative assessment in science?	2
“There is no room for me, for a Hawaiian, in science”: Rightful presence in community science	2
Identities in/out of physics and the politics of recognition	2
Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university	2
Developing and using a scalable assessment to measure preservice elementary teachers' content knowledge for teaching about matter	1
White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher	1
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	1
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“We need to step it up—We are basically the future”: Latinx young women co‐construct science storylines in high school chemistry	1
Generating construct maps from a systematic review of atomic models	1
“There are other ways to help besides using the stuff”: Using activity theory to understand dynamic student participation in small group science, technology, engineering, and mathematics activities	1
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Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	1
Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit	1
Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM	1
Translingual negotiation in mixed‐gender communication: An analysis of the interactions in research group meetings in engineering	1
What are they bringing with them? Understanding past science experiences of preservice elementary teachers and what they mean for the science methods course	1
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“Anybody can do science if they're brave enough”: Understanding the role of science capital in science majors' identity trajectories into and through postsecondary science	1
Changes in teachers' beliefs: A longitudinal study of science teachers engaging in storyline curriculum‐based professional development	1
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Elementary preservice teachers' pedagogical decisions about socioscientific issues instruction	1
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Bienvenidos a la conversación: Examinations of translanguaging across science and engineering education research	1
Supporting elementary preservice teachers' content knowledge for teaching about matter and its interactions	1
High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective	1
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Assessing high‐school students' modeling performance on Newtonian mechanics	1
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Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards	1
“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms	1
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Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective	1
Material inquiry and transformation as prerequisite processes of scientific argumentation: Toward a social‐material theory of argumentation	1
Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	1