OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research in Science Teaching is 8. 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 2021-07-01 to 2025-07-01.)

Article	Citations
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Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	53
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	50
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	48
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	43
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	41
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	37
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	36
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	33
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	32
“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	30
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Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers	28
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	28
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	27
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	27
Infrastructural injustices in community‐driven afterschoolSTEAM	26
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	26
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	26
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Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	25
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	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

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Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	21
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Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	20
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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	20
How do digital textbook platforms promote active learning in undergraduate biology courses?	19
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	19
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	19
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	19
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Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	18
Issue Information	18
Factors affecting students' learning from a design‐based implementation research project in diverse education systems	18
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	18
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Issue Information	17
Exploring science teaching in interaction at the instructional core	16
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Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom	16
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	16
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education	16
Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation	15
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	15
Teaching and learning floating and sinking: A meta‐analysis	15
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	13
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	13
The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	13
Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	13
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Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	12
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Issue Information	12
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Using computational essays to foster disciplinary epistemic agency in undergraduate science	11
Teaching science to transgress: Portraits of feminist praxis	11
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	11
Students' situational engagement profiles in formal and informal science learning environments	11
Applying machine learning to automatically assess scientific models	11
A hypothetico‐deductive theory of science and learning	11
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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Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	11
Countering science as White property through linguistic justice	11
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Science education for and as resiliency through indoor agriculture	10
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How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	10
Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	10
Issue Information	10
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	10
Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	10
A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning	10
Using automated analysis to assess middle school students' competence with scientific argumentation	10
Engaging the racist science of human intelligence: Towards a more just science education future	10
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	9
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	9
Issue Information	9
Examining models constructed by kindergarten children	9
Connected learning: An approach for teaching nature of science aspects and argumentation components	9
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	9
TRANSforming language use in science education through trans and queer studies	9
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach	9
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	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
Issue Information	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
The role of equitable classroom cultures for supporting interest in science	8
High school biology teachers’ integration of computational thinking into data practices to support student investigations	8
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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
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	8
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	8
“I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors	8
“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms	8