Journal of Research in Science Teaching

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 2022-08-01 to 2026-08-01.)
ArticleCitations
Issue Information115
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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 setting48
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?43
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum42
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom41
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement39
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry38
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations38
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context35
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi34
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach34
Issue Information33
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Haptic Experiences Shift Students' Representational Gestures and Knowledge Resources29
Development and Validation of a Scale to Measure Student Dispositions Toward Scientific Uncertainty Navigation27
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study25
Issue Information24
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin24
Negotiating Science‐in‐the‐Wild24
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development24
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution23
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation23
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning23
Infrastructural injustices in community‐driven afterschoolSTEAM23
Critical Language Awareness and Educational Dignity in Science Teacher Preparation22
Issue Information21
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking20
Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition20
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study20
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms19
“There is a Place for Us Here”: Exploring Sex, Gender, Reproduction, Sexual Behavior, and Orientation Narratives Supporting Students With Queer Genders in Biology Courses19
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective19
How do digital textbook platforms promote active learning in undergraduate biology courses?18
Issue Information18
Issue Information18
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context18
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“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning18
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A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence18
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments17
The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions17
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience17
Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom17
The Impact of Computational Modeling on Students' Systems Thinking in Science Education: A Meta‐Analysis in K‐1617
Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom17
Teaching and learning floating and sinking: A meta‐analysis17
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions17
Resistance or Existence as Protest: Humanizing Black Men in STEM Education17
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education17
Countering science as White property through linguistic justice16
A hypothetico‐deductive theory of science and learning16
Issue Information16
Incorporating an engineering context into science learning: The effects of task context and response structuring on science understanding and investigation behaviors in a simulation16
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Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment15
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Issue Information15
Instructional Modules Integrated With a Mobile Learning Game to Improve Senior High School Students' Science Learning and Science Identity14
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Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning14
Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework14
Using computational essays to foster disciplinary epistemic agency in undergraduate science14
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Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness14
A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning13
Students' situational engagement profiles in formal and informal science learning environments13
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis13
Engaging the racist science of human intelligence: Towards a more just science education future13
Issue Information13
Using automated analysis to assess middle school students' competence with scientific argumentation13
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis12
TRANSforming language use in science education through trans and queer studies12
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research12
Issue Information12
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances12
Examining models constructed by kindergarten children12
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Connected learning: An approach for teaching nature of science aspects and argumentation components12
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach12
The role of equitable classroom cultures for supporting interest in science11
Issue Information11
Prompts or Protocol: Supporting Elementary Science Teacher Candidates to Notice Students' Resources During Video Analysis11
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning11
Issue Information11
High school biology teachers’ integration of computational thinking into data practices to support student investigations11
Tensions in Fostering Student Epistemic Agency Through Sensemaking in Elementary Science11
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