OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research in Science Teaching is 11. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-06-01 to 2026-06-01.)

Article	Citations
Issue Information	106
Issue Information	51
	45
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	42
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	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
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	37
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?	36
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	36
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum	35
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	32
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	32
	32
Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation	30
Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources	30
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	29
Infrastructural injustices in community‐driven afterschoolSTEAM	26
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
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	23
Negotiating Science‐in‐the‐Wild	22
Issue Information	22
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	21
Issue Information	21

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

	13
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	13
Students' situational engagement profiles in formal and informal science learning environments	13
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	12
	12
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	12
Issue Information	12
TRANSforming language use in science education through trans and queer studies	12
Issue Information	12
The role of equitable classroom cultures for supporting interest in science	11
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	11
Examining models constructed by kindergarten children	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	11
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	11
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach	11
Issue Information	11
High school biology teachers’ integration of computational thinking into data practices to support student investigations	11
Issue Information	11
Connected learning: An approach for teaching nature of science aspects and argumentation components	11