Journal of Research in Science Teaching

Article	Citations
Issue Information	106
Issue Information	51
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Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	42
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	42
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	41
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	39
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	37
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	36
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?	36
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum	35
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	32
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Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	32
Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources	30
Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation	30
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	29
Infrastructural injustices in community‐driven afterschoolSTEAM	26
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	24
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	24
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	23
Issue Information	22
Negotiating Science‐in‐the‐Wild	22
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	21
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	21

Critical Language Awareness and Educational Dignity in Science Teacher Preparation	21
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	21
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	21
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Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	20
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	19
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“There is a Place for Us Here”: Exploring Sex, Gender, Reproduction, Sexual Behavior, and Orientation Narratives Supporting Students With Queer Genders in Biology Courses	18
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	18
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	18
How do digital textbook platforms promote active learning in undergraduate biology courses?	17
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	17
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	16
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education	16
Teaching and learning floating and sinking: A meta‐analysis	16
Issue Information	16
The Impact of Computational Modeling on Students' Systems Thinking in Science Education: A Meta‐Analysis in K‐16	16
The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	16
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	16
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Exploring science teaching in interaction at the instructional core	16
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	16
Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom	15
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	15
Issue Information	15
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	15
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	15
Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	15
Resistance or Existence as Protest: Humanizing Black Men in STEM Education	15
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A hypothetico‐deductive theory of science and learning	14
Issue Information	14
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Instructional Modules Integrated With a Mobile Learning Game to Improve Senior High School Students' Science Learning and Science Identity	14
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	14
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Incorporating an engineering context into science learning: The effects of task context and response structuring on science understanding and investigation behaviors in a simulation	14
Countering science as White property through linguistic justice	14
Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	14
Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	14
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A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning	13
Using automated analysis to assess middle school students' competence with scientific argumentation	13
Using computational essays to foster disciplinary epistemic agency in undergraduate science	13
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How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	13
Students' situational engagement profiles in formal and informal science learning environments	13
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Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	13
Engaging the racist science of human intelligence: Towards a more just science education future	13
Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	13
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	12
Issue Information	12
TRANSforming language use in science education through trans and queer studies	12
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Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	12
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Examining models constructed by kindergarten children	11
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	11
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	11
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach	11
Issue Information	11
High school biology teachers’ integration of computational thinking into data practices to support student investigations	11
Issue Information	11
Connected learning: An approach for teaching nature of science aspects and argumentation components	11
The role of equitable classroom cultures for supporting interest in science	11
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	11
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A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education	10
Advancing Science Education Research Together (2020–2025): A Final JRST Editorial	10
“I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors	10
High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective	10
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Rigor and Representation: Leading the Next Five Years of JRST	10
The Space Between: Teacher Perspectives of an Interformal Elementary Science Education Program	10
Science at the center: Meaningful science learning in a preschool classroom	9
Exploring science teachers' efforts to frame phenomena in the community	9
The role of achievement goals in productive collaborative argumentation	9
Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum	9
The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers	9
Issue Information	9
Toward a system of gesture–speech relations in elementary science teaching	9
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Examining science teachers' engagement in professional development: A multimodal situated perspective	9
Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education	9
Call for papers: Journal of Research in Science Teaching—Special issue on “Examining translanguaging in science and engineering education research”	9
Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”	8
Issue Information	8
A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability	8
People who have more science education rely less on misinformation—Even if they do not necessarily follow the health recommendations	8
Predicting undergraduate career goal change in aresearch‐intensivecommunity	8
A structural model of student experiences in a career‐forward chemistry laboratory curriculum	8
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Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies	8
Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study	8
Understandings entrenzados: A commentary	8
Issue Information	8
The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists	8
Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas	8
Students' awareness and conceptions of science‐related communication mechanisms on social media	7
Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs	7
“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers	7
Instructional practices in secondary science: How teachers achieve local and standards‐based success	7
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Using technology‐mediated inquiry to help young learners reimagine the visible world through simple particle models	7
Exploring the predictiveness of curiosity and interest in science learning in and after class	7
Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non‐Hierarchical Analyses?	7
Issue Information	7
Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students	7
Translingual negotiation in mixed‐gender communication: An analysis of the interactions in research group meetings in engineering	7
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Supporting the Emergence of Science Capital in Minoritized Youth Through Guided Experiences as Facilitators of Science Outreach	6
White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher	6
Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking	6
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices	6
Paths into and out of STEM fields: A qualitative study of women and students of color at a predominately white institution	6
Language as “Resource”? Why Science Education's Raciolinguistic Histories Matter Today	6
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Issue Information	6
Translanguaging practices in global K‐12 science education settings: A systematic literature review	6
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Investigating science teacher educator identity through the politics of domestication and critical positional praxis	6
Reinventing Science Standards to Better Support Meaningful Science Learning	6
Bias, bias everywhere: A response to Li et al. and Zhai and Nehm	6
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Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective	6
Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study	6

Issue Information	6
The decision is in the details: Justifying decisions about socioscientific issues	6
Epistemic networks and the social nature of public engagement with science	5
Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes	5
Combining debates and reflective activities to develop students' argumentation on socioscientific issues	5
Elementary Students' Metacognitive Knowledge of Epistemic Criteria	5
Preservice Teachers' Professional Development for Implementing Differentiated Instruction in Science Education: An Embedded Case Study	4
Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire	4
Narrating science: Can it benefit science learning, and how? A theoretical review	4
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A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?	4
Issue Information	4
Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review	4
Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course	4
Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis	4
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework	4
Computational Thinking for Science: Positioning coding as a tool for doing science	4
AI and formative assessment: The train has left the station	4
Examining the relationship between disciplinary counterspaces for undergraduate women and sense of belonging: A physics exemplar	4
Prioritizing emotion objects in making sense of student learning of socioscientific issues	4
Issue Information	4
Learning Computational Thinking Through Unplugged Algorithmic Explanations of Natural Selection	4
Preparing students for the modern information landscape and navigating science–technology–society issues	4
STEM Teacher Characteristics and Mobility: Longitudinal Evidence From the American Midwest, 2010 Through 2023	4
Unveiling effectiveness: A meta‐analysis of professional development programs in science education	4
“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?	4
Issue Information	4
Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity	4
Djaji Mahsheye,Moghrabeye, andLabaneh: Making science relevant	4
African American Language in science education: A translanguaging perspective	4