OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research in Science Teaching is 7. 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 2020-11-01 to 2024-11-01.)

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
Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion	28
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy	28
Understanding science career aspirations: Factors predicting future science task value	26
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
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
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
AI and formative assessment: The train has left the station	21
Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors	21
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	19
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	19
Material inquiry and transformation as prerequisite processes of scientific argumentation: Toward a social‐material theory of argumentation	18
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
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
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	15
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
Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model	14
Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards	14
Explanatory black boxes and mechanistic reasoning	13
From feeling forces to understanding forces: The impact of bodily engagement on learning in science	13
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
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
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
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
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
Collaboratively engineering for justice in sixth grade STEM	10
Combining debates and reflective activities to develop students' argumentation on socioscientific issues	10
“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
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
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
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
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
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	7
Unpacking the connections between 8th graders' climate literacy and epistemic cognition	7
The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers	7
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	7
Learning to think spatially through curricula that embed spatial training	7
Harmonious or disjointed?: Epistemological framing and its role in an integrated science and engineering activity	7
Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees	7
“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
Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis	7
Chilean physics teacher educators' hybrid identities and border crossings as opportunities for agency within school and university	7
Validity aspects in measuring evolution acceptance: Evidence from surveys of preservice biology teachers and creationists	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
Computational thinking for using models of water flow in environmental systems: Intertwining three dimensions in a learning progression	7
Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes	7