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 2020-04-01 to 2024-04-01.)

Article	Citations
The context dependence of physics identity: Examining the role of performance/competence, recognition, interest, and sense of belonging for lower and upper female physics undergraduates	66
Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM	49
From substitution to redefinition: A framework of machine learning‐based science assessment	41
Students' attitudes toward science and science achievement: An analysis of the differential effects of science instructional practices	36
Constructing STEM identity: An expanded structural model for STEM identity research	35
Applying machine learning to automatically assess scientific models	34
Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches	33
Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing	32
Idle chatter or compelling conversation? The potential of the social media‐based #NGSSchat network for supporting science education reform efforts	32
The impact of system specifics on systems thinking	31
Genomics literacy matters: Supporting the development of genomics literacy through genetics education could reduce the prevalence of genetic essentialism	30
Identities in/out of physics and the politics of recognition	29
Developing and validating Next Generation Science Standards‐aligned learning progression to track three‐dimensional learning of electrical interactions in high school physical sc	28
Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data	27
Impact of computer modeling on learning and teaching systems thinking	25
Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion	24
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	23
Supporting middle school students’ science talk: A comparison of physical and virtual labs	23
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development	22
Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions	22
Professional knowledge affects action‐related skills: The development of preservice physics teachers' explaining skills during a field experience	21
The role of recognition in disciplinary identity for girls	20
Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice	20
Understanding science career aspirations: Factors predicting future science task value	20
Coordinating scaffolds for collaborative inquiry in a game‐based learning environment	20

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	20
“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	18
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy	18
Sketching, not representational competence, predicts improved science learning	17
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	16
Complex influences of mechanistic knowledge, worldview, and quantitative reasoning on climate change discourse: Evidence for ideologically motivated reasoning among youth	16
Supporting Black women's pursuits in STEM	16
Negotiations in scientific argumentation: An interpersonal analysis	16
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	16
Development of a questionnaire on teachers' knowledge of language as an epistemic tool	15
Experiences, activities, and personal characteristics as predictors of engagement in STEM‐focused summer programs	15
Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors	15
Teacher learning in communities of practice: The affordances of co‐planning for novice and veteran teachers' learning	15
Data‐driven refinements of a genetics learning progression	14
The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school	14
Asset‐oriented framing of science and language learning with multilingual learners	14
Preparing preservice teachers to teach science to english learners: A review	14
First steps toward gender equity in the chemistry Olympiad: Understanding the role of implicit gender‐science stereotypes	14
Examining student environmental science agency across school science contexts	13
The role of phenomena and problems in science and STEM education: Traditional, contemporary, and future approaches	13
Material inquiry and transformation as prerequisite processes of scientific argumentation: Toward a social‐material theory of argumentation	13
Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis	13
Gender representation and academic achievement among STEM‐interested students in college STEM courses	12
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	12
Invisible multilingual Black and Brown girls: Raciolinguistic narratives of identity in science education	12
Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge	12
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	12
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	12
Children's concepts of gears and their promotion through play	12
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching	12
“It's a lot of people in different places working on many ideas”: Possibilities from global history of science to Learning about nature of science	11
Forms of participation in an engineering maker‐based inquiry in physics	11
Fighting “bad science” in the information age: The effects of an intervention to stimulate evaluation and critique of false scientific claims	11
The digitalization of science education: Déjà vu all over again?	11
Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM	11
Can we and should we use artificial intelligence for formative assessment in science?	11
Beyond instructional practices: Characterizing learning environments that support students in explaining chemical phenomena	11
From feeling forces to understanding forces: The impact of bodily engagement on learning in science	10
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domai	10
AI and formative assessment: The train has left the station	10
Assessing instructional quality in science in the era of ambitious reforms: A pilot study	10
Explanatory black boxes and mechanistic reasoning	9
Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards	9
“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	9
An examination of the features of science fairs that support students' understandings of science and engineering practices	9
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	9
Science engagement as insight into the science identity work nurtured in community‐based science clubs	9
Toward asset‐oriented and definitionally clear terminology: A comment on González‐Howard and Suárez (2021)	9
Assessing high‐school students' modeling performance on Newtonian mechanics	8
Engaging the hands, heads, and hearts in a medical simulation informal learning environment	8

Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	8
Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study	8
“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	8
What kind of students persist in science learning in the face of academic challenges?	8
Investigating the dimensions of modeling competence among preservice science teachers: Meta‐modeling knowledge, modeling practice, and modeling product	8
Considering discussion types to support collective sensemaking during a storyline unit	8
A grounded theory model of the dynamics of undergraduate engineering students' researcher identity and epistemic thinking	8
Prioritizing emotion objects in making sense of student learning of socioscientific issues	8
A curricular Delphi study to improve the science education of secondary school students in Spain	8
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments	7
The culturally responsive science teaching practices of undergraduate biology teaching assistants	7
Identity across the STEM ecosystem: Perspectives of youth, informal educators, and classroom teachers	7
How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance	7
“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms	7
Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis	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
Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system	7
Content knowledge and social factors influence student moral reasoning about CRISPR/Cas9 in humans	7
Using automated analysis to assess middle school students' competence with scientific argumentation	7
Transformative experience in an informal science learning program about climate change	7
Development of a questionnaire for assessing Spanish‐speaking students' understanding of the nature of models and their uses in science	7
Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model	7