Journal of Research in Science Teaching

Article	Citations
Issue Information	63
“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	56
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	47
Issue Information	47
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	41
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	38
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	37
The culturally responsive science teaching practices of undergraduate biology teaching assistants	35
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	33
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	32
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	29
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	29
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	28
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	28
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From feeling forces to understanding forces: The impact of bodily engagement on learning in science	26
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	25
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers	25
Infrastructural injustices in community‐driven afterschoolSTEAM	25
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	25
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	24
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	24
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	23
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	23
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Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects	22
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	22
Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	22
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	22
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	20
Issue Information	20
Factors affecting students' learning from a design‐based implementation research project in diverse education systems	19
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	19
Issue Information	19
Issue Information	18
How do digital textbook platforms promote active learning in undergraduate biology courses?	18
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	18
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Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	18
Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	17
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	17
Issue Information	17
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	17
Issue Information	17
The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	16
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Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation	16
Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom	15
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Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education	15
Exploring science teaching in interaction at the instructional core	15
Professional development to support principals' vision of science instruction: Building from their prior experiences to support the science practices	15
Harmonious or disjointed?: Epistemological framing and its role in an integrated science and engineering activity	15
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	14
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	14
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	14
A hypothetico‐deductive theory of science and learning	13
Teaching and learning floating and sinking: A meta‐analysis	13
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Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	13
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Countering science as White property through linguistic justice	12
Issue Information	12
Applying machine learning to automatically assess scientific models	11
Using computational essays to foster disciplinary epistemic agency in undergraduate science	11
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	11
Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	11
Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	11
Teaching science to transgress: Portraits of feminist praxis	11
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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	11
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Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	10
Students' situational engagement profiles in formal and informal science learning environments	10

Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	10
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Using automated analysis to assess middle school students' competence with scientific argumentation	10
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Engaging the racist science of human intelligence: Towards a more just science education future	10
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	9
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Examining models constructed by kindergarten children	9
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	9
Science education for and as resiliency through indoor agriculture	9
Issue Information	9
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	9
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	9
High school biology teachers’ integration of computational thinking into data practices to support student investigations	8
The role of equitable classroom cultures for supporting interest in science	8
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	8
“I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors	8
Connected learning: An approach for teaching nature of science aspects and argumentation components	8
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	8
Issue Information	8
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Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	8
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	8
TRANSforming language use in science education through trans and queer studies	8
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	8
High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective	8
Issue Information	8
“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms	7
Examining science teachers' engagement in professional development: A multimodal situated perspective	7
Exploring science teachers' efforts to frame phenomena in the community	7
The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers	7
Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model	7
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Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education	7
Call for papers: Journal of Research in Science Teaching—Special issue on “Examining translanguaging in science and engineering education research”	7
Development and validation of an observation protocol for measuring science teachers' modeling‐based teaching performance	7
A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education	7
Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM	7
The role of achievement goals in productive collaborative argumentation	7
Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum	6
Constructing STEM identity: An expanded structural model for STEM identity research	6
Toward a system of gesture–speech relations in elementary science teaching	6
Science at the center: Meaningful science learning in a preschool classroom	6
Issue Information	6
Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”	6
The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school	6
Predicting undergraduate career goal change in aresearch‐intensivecommunity	6
Transformative experience in an informal science learning program about climate change	5
The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers	5
Open for whom? The need to define open science for science education	5
The effectiveness of an integratedSTEMcurriculum unit on middle school students' life science learning	5
Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study	5
A structural model of student experiences in a career‐forward chemistry laboratory curriculum	5
Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas	5
Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study	5
“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	5
Understandings entrenzados: A commentary	5
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Students' awareness and conceptions of science‐related communication mechanisms on social media	4
Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies	4
Issue Information	4
Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students	4
Issue Information	4
Exploring the predictiveness of curiosity and interest in science learning in and after class	4
Translingual negotiation in mixed‐gender communication: An analysis of the interactions in research group meetings in engineering	4
A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability	4
Issue Information	4
Making an impression: What do students who attended an informal evolution enrichment program in the sixth‐grade recall from the experience 3 years later?	4
The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists	4
Using technology‐mediated inquiry to help young learners reimagine the visible world through simple particle models	4
Bias, bias everywhere: A response to Li et al. and Zhai and Nehm	4
Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit	4
Issue Information	4
People who have more science education rely less on misinformation—Even if they do not necessarily follow the health recommendations	4
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Issue Information	4
Instructional practices in secondary science: How teachers achieve local and standards‐based success	4
Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs	4
“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers	4
Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non‐Hierarchical Analyses?	4

Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking	3
Issue Information	3
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices	3
Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards	3
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Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective	3
White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher	3
Issue Information	3
Narrating science: Can it benefit science learning, and how? A theoretical review	3
Elementary Students' Metacognitive Knowledge of Epistemic Criteria	3
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Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis	3
Translanguaging practices in global K‐12 science education settings: A systematic literature review	3
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The decision is in the details: Justifying decisions about socioscientific issues	3
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“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	3
The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists	3
Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis	2
Fighting “bad science” in the information age: The effects of an intervention to stimulate evaluation and critique of false scientific claims	2
Sources of gender differences in competency beliefs and retention in an introductorypremedicalscience course	2
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework	2
Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis	2
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching	2
Preparing students for the modern information landscape and navigating science–technology–society issues	2
Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire	2
Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering	2
Epistemic networks and the social nature of public engagement with science	2
Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study	2
Combining debates and reflective activities to develop students' argumentation on socioscientific issues	2
Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice	2
Unpacking the connections between 8th graders' climate literacy and epistemic cognition	2
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	2
Computational Thinking for Science: Positioning coding as a tool for doing science	2
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development	2
Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models	2
Investigating science teacher educator identity through the politics of domestication and critical positional praxis	2
Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes	2
Paths into and out of STEM fields: A qualitative study of women and students of color at a predominately white institution	2
Unveiling effectiveness: A meta‐analysis of professional development programs in science education	2
“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?	2
A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?	2
AI and formative assessment: The train has left the station	2
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STEM Teacher Characteristics and Mobility: Longitudinal Evidence From the American Midwest, 2010 Through 2023	2
Science students' social bonds and knowledge construction	2