Journal of Research in Science Teaching

Article	Citations
Applying machine learning to automatically assess scientific models	45
Constructing STEM identity: An expanded structural model for STEM identity research	45
Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing	41
Identities in/out of physics and the politics of recognition	36
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	33
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy	28
Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion	28
Understanding science career aspirations: Factors predicting future science task value	26
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development	25
“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	25
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	25
The role of phenomena and problems in science andSTEMeducation: Traditional, contemporary, and future approaches	24
Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice	23
Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis	23
Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors	21
AI and formative assessment: The train has left the station	21
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	19
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	19
Asset‐orientedframing of science and language learning with multilingual learners	18
Negotiations in scientific argumentation: An interpersonal analysis	18
“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	18
Material inquiry and transformation as prerequisite processes of scientific argumentation: Toward a social‐material theory of argumentation	18
Fighting “bad science” in the information age: The effects of an intervention to stimulate evaluation and critique of false scientific claims	17
Supporting Black women's pursuits in STEM	17
Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM	17

Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge	17
Invisible multilingual Black and Brown girls: Raciolinguistic narratives of identity in science education	16
Beyond instructional practices: Characterizing learning environments that support students in explaining chemical phenomena	16
Can we and should we use artificial intelligence for formative assessment in science?	16
The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school	16
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching	16
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	15
Gender representation and academic achievement among STEM‐interested students in college STEM courses	15
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	15
Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards	14
Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model	14
Examining student environmental science agency across school science contexts	13
Investigating the dimensions of modeling competence among preservice science teachers: Meta‐modeling knowledge, modeling practice, and modeling product	13
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	13
Explanatory black boxes and mechanistic reasoning	13
From feeling forces to understanding forces: The impact of bodily engagement on learning in science	13
Considering discussion types to support collective sensemaking during a storyline unit	12
A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?	12
A grounded theory model of the dynamics of undergraduate engineering students' researcher identity and epistemic thinking	12
Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis	12
Investigating structural relationships amongupper‐secondaryschool students' beliefs about knowledge, justification for knowing, andInternet‐specificjustification in the domain of	12
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	12
Development and validation of an observation protocol for measuring science teachers' modeling‐based teaching performance	11
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	11
Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system	11
Using automated analysis to assess middle school students' competence with scientific argumentation	11
Transformative experience in an informal science learning program about climate change	11
Changes in teachers' beliefs: A longitudinal study of science teachers engaging in storyline curriculum‐based professional development	11
“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms	10
Content knowledge and social factors influence student moral reasoning about CRISPR/Cas9 in humans	10
The interplay between students' motivational profiles and science learning	10
Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study	10
Science at the center: Meaningful science learning in a preschool classroom	10
Toward asset‐oriented and definitionally clear terminology: A comment on González‐Howard and Suárez (2021)	10
Prioritizing emotion objects in making sense of student learning of socioscientific issues	10
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	10
Identity across the STEM ecosystem: Perspectives of youth, informal educators, and classroom teachers	10
Science engagement as insight into the science identity work nurtured in community‐based science clubs	10
Declining interest in science in lower secondary school classes: Quasi‐experimental and longitudinal evidence on the role of teaching and teaching quality	10
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	10
Collaboratively engineering for justice in sixth grade STEM	10
Combining debates and reflective activities to develop students' argumentation on socioscientific issues	10
Assessing high‐school students' modeling performance on Newtonian mechanics	9
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments	9
Professional development to support principals' vision of science instruction: Building from their prior experiences to support the science practices	9
“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	9
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	9
Strengthening science education through attention to student resources: A conceptualization of socioscientific capital	9
Engaging the hands, heads, and hearts in a medical simulation informal learning environment	9
The effectiveness of an integratedSTEMcurriculum unit on middle school students' life science learning	8

How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance	8
The culturally responsive science teaching practices of undergraduate biology teaching assistants	8
Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering	8
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	8
Development of a questionnaire for assessing Spanish‐speaking students' understanding of the nature of models and their uses in science	8
Community‐driven science and science education: Living in and navigating the edges of equity, justice, and science learning	8
“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
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	7
Learning to think spatially through curricula that embed spatial training	7
Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis	7
Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees	7
Pre‐service teachers enactment of language‐ and literacy‐integrated science instruction in linguistically diverse science classrooms	7
Using computational essays to foster disciplinary epistemic agency in undergraduate science	7
Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university	7
Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes	7
Validity aspects in measuring evolution acceptance: Evidence from surveys of preservice biology teachers and creationists	7
The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers	7
Computational thinking for using models of water flow in environmental systems: Intertwining three dimensions in a learning progression	7
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	7
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	7
Harmonious or disjointed?: Epistemological framing and its role in an integrated science and engineering activity	7
Unpacking the connections between 8th graders' climate literacy and epistemic cognition	7
Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit	6
Toward decolonizingSTEM: Centering place and sense of place forcommunity‐based problem‐solving	6
Science education for and as resiliency through indoor agriculture	6
Data everyday as community‐driven science: Athletes' critical data literacy practices in collegiate sports contexts	6
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	6
Effectiveness of conceptual change strategies in science education: A meta‐analysis	6
Effectiveness of inquiry‐based science laboratories for improving teamwork and problem‐solving skills and attitudes	6
Factors influencing middle school students' interdisciplinary competence in 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
Open for whom? The need to define open science for science education	6
Ting, tang, tong: Emergent bilingual students investigating and constructing evidence‐based explanations about sound production	5
The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists	5
Jamming power: Youth agency and community‐driven science in a critical technology learning program	5
Infrastructural injustices in community‐driven afterschoolSTEAM	5
I will survive: Teachers reflect on motivations to remain in education amidst a global pandemic	5
Scientific reasoning skills predict topic‐specific knowledge after participation in a citizen science project on urban wildlife ecology	5
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	5
Bias, bias everywhere: A response to Li et al. and Zhai and Nehm	5
Context matters: Secondary science teachers' integration of process‐based, unplugged computational thinking into science curriculum	5
Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum	5
Eliciting and working with student thinking: Preservice science teachers' enactment of core practices when orchestrating collaborative group work	5
Connected learning: An approach for teaching nature of science aspects and argumentation components	5
Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study	4
Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation	4
Graduate teaching assistants impact student motivation and engagement in course‐based undergraduate research experiences	4
Engaging the racist science of human intelligence: Towards a more just science education future	4
Exploring Chinese high school students' performance and perceptions of scientific argumentation by understanding it as a three‐component progression of competencies	4
Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	4
School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?	4
A (TRANS)formative approach to gender‐inclusive science education	4
Scientific literacy: Its real origin story and functional role in American education	4
Teaching science to transgress: Portraits of feminist praxis	4
High school biology teachers’ integration of computational thinking into data practices to support student investigations	4
Belonging in science classrooms: Investigating its relation to students' contributions and influence in knowledge building	4
Co‐created environmental health science: Identifying community questions and co‐generating knowledge to support science learning	4
Sources of gender differences in competency beliefs and retention in an introductorypremedicalscience course	3
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices	3
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	3
What are they bringing with them? Understanding past science experiences of preservice elementary teachers and what they mean for the science methods course	3
Factors affecting students' learning from a design‐based implementation research project in diverse education systems	3
“There is no room for me, for a Hawaiian, in science”: Rightful presence in community science	3
#Resilience is not enough for Black women in STEM: Counterstories of two young Black women becoming a STEM person	3
Designing a framework for teachers' integration of computational thinking into elementary science	3
Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	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
Toward assessment for playful learning in early childhood: Influences on teachers' science assessment practices	3
Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards	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
Identifying aspects of complex and technological systems in the mental models of students who constructed computational models of electric circuits	3
Djaji Mahsheye,Moghrabeye, andLabaneh: Making science relevant	3
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework	3
“Genes for a role,” “genes as essences”: Secondary students' explicit and implicit intuitions about genetic essentialism and teleology	3
Call for papers: Journal of Research in Science Teaching—Special issue on “Examining translanguaging in science and engineering education research”	3
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	3
Exploring science teaching in interaction at the instructional core	3
“I try to encourage my students to think, read, and talk science” intelligible identities in university teachers' figured worlds of higher education biology	3
Teaching health justice and reimagining narratives of place through community‐driven science practices	3

Artificial intelligence and the Journal of Research in Science Teaching	3
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	3
“Why am I here?”: A phenomenological exploration of first‐generation college student experiences in STEM majors within a predominantly white institution	2
Theoretical diversity and inclusivity in science and environmental education research: A way forward	2
A structural model of student experiences in a career‐forward chemistry laboratory curriculum	2
Narrating science: Can it benefit science learning, and how? A theoretical review	2
The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	2
Science for our children: Othermothering leadership within an elementary science network	2
Connected by emotion: Teacher agency in an online science education course during COVID‐19	2
It's not just a science thing: Educating future STEM professionals through mis/disinformation responsive instruction	2
Patterns of belief and trust in climate change information	2
Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance	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
Epistemic networks and the social nature of public engagement with science	2
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	2
One World: Refugee youth incubating epistemologies toward rightful presence with/in community‐drivenSTEM	2
Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective	2
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle school STEM classrooms	2
Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire	2
Examining models constructed by kindergarten children	2
The relationships between elementary students' knowledge‐in‐use performance and their science achievement	2
Guiding student transduction in elementary school astronomy	2
Teaching and learning floating and sinking: A meta‐analysis	2
Enhancing science performance of middle‐school students with and without developmental and behavioral‐based disabilities using the Content Acquisition Podcast Professional Develo	2
Examining science teachers' engagement in professional development: A multimodal situated perspective	2
Elementary preservice teachers' pedagogical decisions about socioscientific issues instruction	2
“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers	2
Using technology‐mediated inquiry to help young learners reimagine the visible world through simple particle models	2
Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models	2