Journal of Research in Science Teaching

Article	Citations
Issue Information	115
	55
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	48
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?	43
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum	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
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	38
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	38
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	35
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	34
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	34
Issue Information	33
	30
Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources	29
Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation	27
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	25
Issue Information	24
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	24
Negotiating Science‐in‐the‐Wild	24
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	24
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	23
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	23
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	23
Infrastructural injustices in community‐driven afterschoolSTEAM	23

Critical Language Awareness and Educational Dignity in Science Teacher Preparation	22
Issue Information	21
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	20
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	20
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
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	19
“There is a Place for Us Here”: Exploring Sex, Gender, Reproduction, Sexual Behavior, and Orientation Narratives Supporting Students With Queer Genders in Biology Courses	19
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	18
	18
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	18
How do digital textbook platforms promote active learning in undergraduate biology courses?	18
Issue Information	18
Issue Information	18
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	18
	18
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education	17
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	17
The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	17
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	17
Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom	17
The Impact of Computational Modeling on Students' Systems Thinking in Science Education: A Meta‐Analysis in K‐16	17
Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	17
Teaching and learning floating and sinking: A meta‐analysis	17
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	17
Resistance or Existence as Protest: Humanizing Black Men in STEM Education	17
Countering science as White property through linguistic justice	16
A hypothetico‐deductive theory of science and learning	16
Issue Information	16
Incorporating an engineering context into science learning: The effects of task context and response structuring on science understanding and investigation behaviors in a simulation	16
	16
Issue Information	15
	15
	15
Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	15
	15
Using computational essays to foster disciplinary epistemic agency in undergraduate science	14
	14
Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	14
Instructional Modules Integrated With a Mobile Learning Game to Improve Senior High School Students' Science Learning and Science Identity	14
	14
	14
Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	14
Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	14
Issue Information	13
Using automated analysis to assess middle school students' competence with scientific argumentation	13
A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning	13
Students' situational engagement profiles in formal and informal science learning environments	13
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	13
Engaging the racist science of human intelligence: Towards a more just science education future	13

Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	12
TRANSforming language use in science education through trans and queer studies	12
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	12
Issue Information	12
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	12
Examining models constructed by kindergarten children	12
	12
Connected learning: An approach for teaching nature of science aspects and argumentation components	12
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach	12
Issue Information	11
The role of equitable classroom cultures for supporting interest in science	11
Prompts or Protocol: Supporting Elementary Science Teacher Candidates to Notice Students' Resources During Video Analysis	11
Issue Information	11
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	11
Tensions in Fostering Student Epistemic Agency Through Sensemaking in Elementary Science	11
High school biology teachers’ integration of computational thinking into data practices to support student investigations	11
Science at the center: Meaningful science learning in a preschool classroom	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
	10
	10
Rigor and Representation: Leading the Next Five Years of JRST	10
The Space Between: Teacher Perspectives of an Interformal Elementary Science Education Program	10
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
	10
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
Exploring science teachers' efforts to frame phenomena in the community	9
The role of achievement goals in productive collaborative argumentation	9
Issue Information	9
The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers	9
Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education	9
Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum	9
Predicting undergraduate career goal change in aresearch‐intensivecommunity	9
Examining science teachers' engagement in professional development: A multimodal situated perspective	9
Call for papers: Journal of Research in Science Teaching—Special issue on “Examining translanguaging in science and engineering education research”	9
	9
Toward a system of gesture–speech relations in elementary science teaching	9
Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study	8
A structural model of student experiences in a career‐forward chemistry laboratory curriculum	8
	8
Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”	8
Issue Information	8
Students' awareness and conceptions of science‐related communication mechanisms on social media	8
Understandings entrenzados: A commentary	8
Issue Information	8
Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas	8
Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies	7
Issue Information	7
Bias, bias everywhere: A response to Li et al. and Zhai and Nehm	7
A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability	7
Language as “Resource”? Why Science Education's Raciolinguistic Histories Matter Today	7
Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students	7
Issue Information	7
People who have more science education rely less on misinformation—Even if they do not necessarily follow the health recommendations	7
	7
Instructional practices in secondary science: How teachers achieve local and standards‐based success	7
Undergraduate Women Socially Develop Science Identities Through Everyday Talk and Recognition: A Mixed Methods Study	6
	6
Supporting the Emergence of Science Capital in Minoritized Youth Through Guided Experiences as Facilitators of Science Outreach	6
Reinventing Science Standards to Better Support Meaningful Science Learning	6
Translingual negotiation in mixed‐gender communication: An analysis of the interactions in research group meetings in engineering	6
Using technology‐mediated inquiry to help young learners reimagine the visible world through simple particle models	6
“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers	6
Translanguaging practices in global K‐12 science education settings: A systematic literature review	6
Issue Information	6
	6
Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non‐Hierarchical Analyses?	6
Exploring the predictiveness of curiosity and interest in science learning in and after class	6
	6
Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking	6
White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher	6
Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs	6
Issue Information	5
Investigating science teacher educator identity through the politics of domestication and critical positional praxis	5
Elementary Students' Metacognitive Knowledge of Epistemic Criteria	5
Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study	5
Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective	5
Combining debates and reflective activities to develop students' argumentation on socioscientific issues	5
Issue Information	5

Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices	5
Paths into and out of STEM fields: A qualitative study of women and students of color at a predominately white institution	5
The decision is in the details: Justifying decisions about socioscientific issues	5
Epistemic networks and the social nature of public engagement with science	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
Issue Information	4
Artificial intelligence and the Journal of Research in Science Teaching	4
“We are sorry to inform you…”—The effects of early elimination on science competition participants’ career aspirations	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
Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes	4
Preparing students for the modern information landscape and navigating science–technology–society issues	4
Preservice Teachers' Professional Development for Implementing Differentiated Instruction in Science Education: An Embedded Case Study	4
African American Language in science education: A translanguaging perspective	4
Disability and postsecondary fieldwork experiences in the natural sciences: A systematic review	4
Patterns of belief and trust in climate change information	4
	4
Narrating science: Can it benefit science learning, and how? A theoretical review	4
Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire	4
“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?	4
Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity	4
Issue Information	4
Djaji Mahsheye,Moghrabeye, andLabaneh: Making science relevant	4
Learning Computational Thinking Through Unplugged Algorithmic Explanations of Natural Selection	4
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework	4
Queers Queering STEM : Reimagining Inclusive STEM Education	4