Journal of Research in Science Teaching

Article	Citations
The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates	66
Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM	49
From substitution to redefinition: A framework of machine learning‐based science assessment	41
Students' attitudes toward science and science achievement: An analysis of the differential effects of science instructional practices	36
Constructing STEM identity: An expanded structural model for STEM identity research	35
Applying machine learning to automatically assess scientific models	34
Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches	33
Idle chatter or compelling conversation? The potential of the social media‐based #NGSSchat network for supporting science education reform efforts	32
Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing	32
The impact of system specifics on systems thinking	31
Genomics literacy matters: Supporting the development of genomics literacy through genetics education could reduce the prevalence of genetic essentialism	30
Identities in/out of physics and the politics of recognition	29
Developing and validating Next Generation Science Standards‐aligned learning progression to track three‐dimensional learning of electrical interactions in high school physical sc	28
Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data	27
Impact of computer modeling on learning and teaching systems thinking	25
Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion	24
Supporting middle school students’ science talk: A comparison of physical and virtual labs	23
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	23
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development	22
Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions	22
Professional knowledge affects action‐related skills: The development of preservice physics teachers' explaining skills during a field experience	21
Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice	20
Understanding science career aspirations: Factors predicting future science task value	20
Coordinating scaffolds for collaborative inquiry in a game‐based learning environment	20
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	20

The role of recognition in disciplinary identity for girls	20
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy	18
“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	18
Sketching, not representational competence, predicts improved science learning	17
Complex influences of mechanistic knowledge, worldview, and quantitative reasoning on climate change discourse: Evidence for ideologically motivated reasoning among youth	16
Supporting Black women's pursuits in STEM	16
Negotiations in scientific argumentation: An interpersonal analysis	16
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	16
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	16
Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors	15
Teacher learning in communities of practice: The affordances of co‐planning for novice and veteran teachers' learning	15
Development of a questionnaire on teachers' knowledge of language as an epistemic tool	15
Experiences, activities, and personal characteristics as predictors of engagement in STEM‐focused summer programs	15
The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school	14
Asset‐oriented framing of science and language learning with multilingual learners	14
Preparing preservice teachers to teach science to english learners: A review	14
First steps toward gender equity in the chemistry Olympiad: Understanding the role of implicit gender‐science stereotypes	14
Data‐driven refinements of a genetics learning progression	14
Material inquiry and transformation as prerequisite processes of scientific argumentation: Toward a social‐material theory of argumentation	13
Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis	13
Examining student environmental science agency across school science contexts	13
The role of phenomena and problems in science and STEM education: Traditional, contemporary, and future approaches	13
Invisible multilingual Black and Brown girls: Raciolinguistic narratives of identity in science education	12
Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge	12
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	12
Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms	12
Children's concepts of gears and their promotion through play	12
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching	12
Gender representation and academic achievement among STEM‐interested students in college STEM courses	12
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	12
Fighting “bad science” in the information age: The effects of an intervention to stimulate evaluation and critique of false scientific claims	11
The digitalization of science education: Déjà vu all over again?	11
Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM	11
Can we and should we use artificial intelligence for formative assessment in science?	11
Beyond instructional practices: Characterizing learning environments that support students in explaining chemical phenomena	11
“It's a lot of people in different places working on many ideas”: Possibilities from global history of science to Learning about nature of science	11
Forms of participation in an engineering maker‐based inquiry in physics	11
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domai	10
AI and formative assessment: The train has left the station	10
Assessing instructional quality in science in the era of ambitious reforms: A pilot study	10
From feeling forces to understanding forces: The impact of bodily engagement on learning in science	10
An examination of the features of science fairs that support students' understandings of science and engineering practices	9
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	9
Science engagement as insight into the science identity work nurtured in community‐based science clubs	9
Toward asset‐oriented and definitionally clear terminology: A comment on González‐Howard and Suárez (2021)	9
Explanatory black boxes and mechanistic reasoning	9
Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards	9
“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	9
Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study	8
“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	8

What kind of students persist in science learning in the face of academic challenges?	8
Investigating the dimensions of modeling competence among preservice science teachers: Meta‐modeling knowledge, modeling practice, and modeling product	8
Considering discussion types to support collective sensemaking during a storyline unit	8
A grounded theory model of the dynamics of undergraduate engineering students' researcher identity and epistemic thinking	8
Prioritizing emotion objects in making sense of student learning of socioscientific issues	8
A curricular Delphi study to improve the science education of secondary school students in Spain	8
Assessing high‐school students' modeling performance on Newtonian mechanics	8
Engaging the hands, heads, and hearts in a medical simulation informal learning environment	8
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	8
Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis	7
“I got to see, and I got to be a part of it”: How cued gesturing facilitates middle‐school students' explanatory modeling of thermal conduction	7
Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system	7
Content knowledge and social factors influence student moral reasoning about CRISPR/Cas9 in humans	7
Using automated analysis to assess middle school students' competence with scientific argumentation	7
Transformative experience in an informal science learning program about climate change	7
Development of a questionnaire for assessing Spanish‐speaking students' understanding of the nature of models and their uses in science	7
Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model	7
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments	7
The culturally responsive science teaching practices of undergraduate biology teaching assistants	7
Identity across the STEM ecosystem: Perspectives of youth, informal educators, and classroom teachers	7
How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance	7
“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms	7
Collaboratively engineering for justice in sixth grade STEM	6
Computational thinking for using models of water flow in environmental systems: Intertwining three dimensions in a learning progression	6
Strengthening science education through attention to student resources: A conceptualization of socioscientific capital	6
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	6
Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering	6
A quasi‐experimental study comparing learning gains associated with serious educational gameplay and hands‐on science in elementary classrooms	6
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	6
The effectiveness of an integratedSTEMcurriculum unit on middle school students' life science learning	6
Science at the center: Meaningful science learning in a preschool classroom	6
Professional development to support principals' vision of science instruction: Building from their prior experiences to support the science practices	6
The interplay between students' motivational profiles and science learning	6
A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?	5
Open for whom? The need to define open science for science education	5
Pre‐service teachers enactment of language‐ and literacy‐integrated science instruction in linguistically diverse science classrooms	5
Harmonious or disjointed?: Epistemological framing and its role in an integrated science and engineering activity	5
Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit	5
Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university	5
Unpacking the connections between 8th graders' climate literacy and epistemic cognition	5
Science education for and as resiliency through indoor agriculture	5
Using computational essays to foster disciplinary epistemic agency in undergraduate science	5
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	5
Factors influencing middle school students' interdisciplinary competence in science education	5
Development and validation of an observation protocol for measuring science teachers' modeling‐based teaching performance	5
Declining interest in science in lower secondary school classes: Quasi‐experimental and longitudinal evidence on the role of teaching and teaching quality	5
Validity aspects in measuring evolution acceptance: Evidence from surveys of preservice biology teachers and creationists	5
The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers	5
Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation	5
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	5
Learning to think spatially through curricula that embed spatial training	5
Teaching science to transgress: Portraits of feminist praxis	4
Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis	4
Changes in teachers' beliefs: A longitudinal study of science teachers engaging in storyline curriculum‐based professional development	4
Infrastructural injustices in community‐driven afterschool STEAM	4
Effectiveness of inquiry‐based science laboratories for improving teamwork and problem‐solving skills and attitudes	4
Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory	4
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	4
Attitude toward informal science in the early years and development of Leisure Time in Science (LeTiS), a pictographic scale	4
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	4
Scientific reasoning skills predict topic‐specific knowledge after participation in a citizen science project on urban wildlife ecology	4
The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists	4
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	4
21st‐century science education digital ecologies: Technology, technique, shoelaces, promise, and pitfalls?	4
Identifying aspects of complex and technological systems in the mental models of students who constructed computational models of electric circuits	3
Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees	3
Science students' social bonds and knowledge construction	3
How do high school students' genetics progression networks change due to genetics instruction and how do they stabilize years after instruction?	3
Eliciting and working with student thinking: Preservice science teachers' enactment of core practices when orchestrating collaborative group work	3
Connected learning: An approach for teaching nature of science aspects and argumentation components	3
Designing a framework for teachers' integration of computational thinking into elementary science	3
Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study	3
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	3
School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?	3
Community‐driven science and science education: Living in and navigating the edges of equity, justice, and science learning	3
Effectiveness of conceptual change strategies in science education: A meta‐analysis	3
Toward decolonizing STEM: Centering place and sense of place for community‐based problem‐solving	3
I will survive: Teachers reflect on motivations to remain in education amidst a global pandemic	3
Combining debates and reflective activities to develop students' argumentation on socioscientific issues	3
Call for papers Journal of Research in Science Teaching Special Issue Community‐driven science: Evidence of and implications for equity, justice, science learning, and participation	3

Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance	2
Ting, tang, tong: Emergent bilingual students investigating and constructing evidence‐based explanations about sound production	2
Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum	2
Exploring science teaching in interaction at the instructional core	2
What are they bringing with them? Understanding past science experiences of preservice elementary teachers and what they mean for the science methods course	2
Djaji Mahsheye, Moghrabeye, and Labaneh: Making science relevant	2
Engaging the racist science of human intelligence: Towards a more just science education future	2
Sources of gender differences in competency beliefs and retention in an introductory premedical science course	2
Teaching and learning floating and sinking: A meta‐analysis	2
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	2
“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology	2
Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards	2
The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists	2
“Genes for a role,” “genes as essences”: Secondary students' explicit and implicit intuitions about genetic essentialism and teleology	2
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices	2
Context matters: Secondary science teachers' integration of process‐based, unplugged computational thinking into science curriculum	2
Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes	2
Factors affecting students' learning from a design‐based implementation research project in diverse education systems	2
Making an impression: What do students who attended an informal evolution enrichment program in the sixth‐grade recall from the experience 3 years later?	2
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	2