Journal of Research in Science Teaching

Article	Citations
Issue Information	85
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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	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
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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
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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
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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	25
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	24
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	24
Issue Information	24
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	23
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	22
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	21
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	20
Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	20
How do digital textbook platforms promote active learning in undergraduate biology courses?	19
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Factors affecting students' learning from a design‐based implementation research project in diverse education systems	19
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	18
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	18
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	18
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	18
Issue Information	17
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Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	16
Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation	16
The Impact of Computational Modeling on Students' Systems Thinking in Science Education: A Meta‐Analysis in K‐16	16
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	16
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Exploring science teaching in interaction at the instructional core	16
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education	16
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	15
Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom	15
Issue Information	14
Teaching and learning floating and sinking: A meta‐analysis	14
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	14
Using computational essays to foster disciplinary epistemic agency in undergraduate science	14
Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	14
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The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	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	13
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Applying machine learning to automatically assess scientific models	13
A hypothetico‐deductive theory of science and learning	13
Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	13
Countering science as White property through linguistic justice	13
Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	13
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	13
Issue Information	13
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	12
Students' situational engagement profiles in formal and informal science learning environments	12
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Using automated analysis to assess middle school students' competence with scientific argumentation	12
Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	12
Engaging the racist science of human intelligence: Towards a more just science education future	12
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Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	12
A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning	12
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Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	11
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Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	11
TRANSforming language use in science education through trans and queer studies	11
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Connected learning: An approach for teaching nature of science aspects and argumentation components	11
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach	11
Examining models constructed by kindergarten children	11
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	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	10
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	10
A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education	10
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	10
The role of equitable classroom cultures for supporting interest in science	10
“I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors	10
High school biology teachers’ integration of computational thinking into data practices to support student investigations	10
High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective	10
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The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers	9
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Transformative experience in an informal science learning program about climate change	9
Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model	9
Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education	9
Examining science teachers' engagement in professional development: A multimodal situated perspective	9
Science at the center: Meaningful science learning in a preschool classroom	9
Toward a system of gesture–speech relations in elementary science teaching	9
Predicting undergraduate career goal change in aresearch‐intensivecommunity	9
Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM	9
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Call for papers: Journal of Research in Science Teaching—Special issue on “Examining translanguaging in science and engineering education research”	9
Exploring science teachers' efforts to frame phenomena in the community	9
The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school	9
Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”	9
The role of achievement goals in productive collaborative argumentation	9
Rigor and Representation: Leading the Next Five Years of JRST	9
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Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum	9
A structural model of student experiences in a career‐forward chemistry laboratory curriculum	8
Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas	8
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Understandings entrenzados: A commentary	8
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Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study	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
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The effectiveness of an integratedSTEMcurriculum unit on middle school students' life science learning	8
The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers	8
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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
Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies	7
Issue Information	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
People who have more science education rely less on misinformation—Even if they do not necessarily follow the health recommendations	7
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Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs	7
Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students	7
Students' awareness and conceptions of science‐related communication mechanisms on social media	7
Instructional practices in secondary science: How teachers achieve local and standards‐based success	7
Language as “Resource”? Why Science Education's Raciolinguistic Histories Matter Today	7
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Using technology‐mediated inquiry to help young learners reimagine the visible world through simple particle models	6
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Translanguaging practices in global K‐12 science education settings: A systematic literature review	6
Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective	6
Translingual negotiation in mixed‐gender communication: An analysis of the interactions in research group meetings in engineering	6
“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers	6
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White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher	6
Bias, bias everywhere: A response to Li et al. and Zhai and Nehm	6
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Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking	6
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Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards	5
Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis	5
Elementary Students' Metacognitive Knowledge of Epistemic Criteria	5
Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes	5
Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit	5
Issue Information	5
Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis	5
Narrating science: Can it benefit science learning, and how? A theoretical review	5
Supporting the Emergence of Science Capital in Minoritized Youth Through Guided Experiences as Facilitators of Science Outreach	5
Reinventing Science Standards to Better Support Meaningful Science Learning	5
Issue Information	5
Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study	5
The decision is in the details: Justifying decisions about socioscientific issues	5
STEM Teacher Characteristics and Mobility: Longitudinal Evidence From the American Midwest, 2010 Through 2023	4
“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?	4
Computational Thinking for Science: Positioning coding as a tool for doing science	4
Paths into and out of STEM fields: A qualitative study of women and students of color at a predominately white institution	4
Investigating science teacher educator identity through the politics of domestication and critical positional praxis	4
Unveiling effectiveness: A meta‐analysis of professional development programs in science education	4
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework	4
Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire	4
Epistemic networks and the social nature of public engagement with science	4
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices	4
Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice	4
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A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?	4
Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering	4
Combining debates and reflective activities to develop students' argumentation on socioscientific issues	4
Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models	4
Preparing students for the modern information landscape and navigating science–technology–society issues	4