Journal of Research in Science Teaching

Article	Citations
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Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	63
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	52
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	43
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	39
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	38
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?	38
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	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
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	32
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum	31
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	29
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	29
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Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	28
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	28
Infrastructural injustices in community‐driven afterschoolSTEAM	28
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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	27
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	27
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers	26
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	25
Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects	24
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	23

Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	22
Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	22
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Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	22
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Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	20
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Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	20
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Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	20
Factors affecting students' learning from a design‐based implementation research project in diverse education systems	19
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	19
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	19
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	19
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	19
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	18
How do digital textbook platforms promote active learning in undergraduate biology courses?	18
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Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation	15
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education	15
Teaching and learning floating and sinking: A meta‐analysis	15
Exploring science teaching in interaction at the instructional core	15
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	14
Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom	14
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	14
Using computational essays to foster disciplinary epistemic agency in undergraduate science	13
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	13
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The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	13
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	13
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Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	13
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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	12
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	12
A hypothetico‐deductive theory of science and learning	12
Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	12
Countering science as White property through linguistic justice	12
Issue Information	11
Students' situational engagement profiles in formal and informal science learning environments	11
Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	11
A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning	11
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Applying machine learning to automatically assess scientific models	11
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Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	11

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Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	11
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Engaging the racist science of human intelligence: Towards a more just science education future	11
Using automated analysis to assess middle school students' competence with scientific argumentation	11
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Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	10
Examining models constructed by kindergarten children	10
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	10
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	10
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	10
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	10
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TRANSforming language use in science education through trans and queer studies	10
Connected learning: An approach for teaching nature of science aspects and argumentation components	9
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Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	9
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach	9
High school biology teachers’ integration of computational thinking into data practices to support student investigations	9
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The role of equitable classroom cultures for supporting interest in science	9
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	9
Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum	8
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	8
High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective	8
Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM	8
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The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers	8
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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
A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education	8
Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model	8
Science at the center: Meaningful science learning in a preschool classroom	8
Exploring science teachers' efforts to frame phenomena in the community	8
“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms	8
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“I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors	8
Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education	8
Call for papers: Journal of Research in Science Teaching—Special issue on “Examining translanguaging in science and engineering education research”	8
The role of achievement goals in productive collaborative argumentation	7
The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school	7
Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study	7
The effectiveness of an integratedSTEMcurriculum unit on middle school students' life science learning	7
Constructing STEM identity: An expanded structural model for STEM identity research	7
Predicting undergraduate career goal change in aresearch‐intensivecommunity	7
Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study	7
Toward a system of gesture–speech relations in elementary science teaching	7
Examining science teachers' engagement in professional development: A multimodal situated perspective	7
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Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”	7
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Students' awareness and conceptions of science‐related communication mechanisms on social media	6
A structural model of student experiences in a career‐forward chemistry laboratory curriculum	6
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Open for whom? The need to define open science for science education	6
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The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers	6
Understandings entrenzados: A commentary	6
Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies	6
People who have more science education rely less on misinformation—Even if they do not necessarily follow the health recommendations	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
Transformative experience in an informal science learning program about climate change	6
Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas	6
Translingual negotiation in mixed‐gender communication: An analysis of the interactions in research group meetings in engineering	5
Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs	5
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Exploring the predictiveness of curiosity and interest in science learning in and after class	5
Supporting the Emergence of Science Capital in Minoritized Youth Through Guided Experiences as Facilitators of Science Outreach	5
The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists	5
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Using technology‐mediated inquiry to help young learners reimagine the visible world through simple particle models	5
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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	5
White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher	5
Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students	5
Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit	5
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Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non‐Hierarchical Analyses?	5
Instructional practices in secondary science: How teachers achieve local and standards‐based success	5

Issue Information	5
Bias, bias everywhere: A response to Li et al. and Zhai and Nehm	5
“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers	5
Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective	5
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Narrating science: Can it benefit science learning, and how? A theoretical review	4
Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking	4
Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis	4
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Paths into and out of STEM fields: A qualitative study of women and students of color at a predominately white institution	4
The decision is in the details: Justifying decisions about socioscientific issues	4
Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards	4
Issue Information	4
Epistemic networks and the social nature of public engagement with science	4
Investigating science teacher educator identity through the politics of domestication and critical positional praxis	4
Translanguaging practices in global K‐12 science education settings: A systematic literature review	4
Issue Information	4
Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study	4
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development	3
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework	3
Sources of gender differences in competency beliefs and retention in an introductorypremedicalscience course	3
Science students' social bonds and knowledge construction	3
Combining debates and reflective activities to develop students' argumentation on socioscientific issues	3
Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire	3
Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice	3
“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?	3
Preparing students for the modern information landscape and navigating science–technology–society issues	3
Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering	3
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices	3
Elementary Students' Metacognitive Knowledge of Epistemic Criteria	3
Unveiling effectiveness: A meta‐analysis of professional development programs in science education	3
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Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models	3
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	3
Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis	3
Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes	3
Computational Thinking for Science: Positioning coding as a tool for doing science	3