OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research in Science Teaching is 10. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Issue Information	83
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?	79
Issue Information	71
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	56
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	45
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	42
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	41
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	40
	37
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum	36
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	34
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	33
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	32
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	31
“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	31
	30
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	30
	30
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	30
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	29
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
Infrastructural injustices in community‐driven afterschoolSTEAM	28
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	26
Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects	26

Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	25
Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	25
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	24
Issue Information	24
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	24
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	23
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	23
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	23
Issue Information	22
Issue Information	22
	21
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	21
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	20
How do digital textbook platforms promote active learning in undergraduate biology courses?	20
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	19
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	19
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	19
Factors affecting students' learning from a design‐based implementation research project in diverse education systems	18
Issue Information	17
Issue Information	17
	16
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	16
Exploring science teaching in interaction at the instructional core	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	16
	16
Teaching and learning floating and sinking: A meta‐analysis	16
Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	15
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	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
The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	15
	14
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	14
	14
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	14
Issue Information	14
Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	13
Issue Information	13
Using computational essays to foster disciplinary epistemic agency in undergraduate science	13
Incorporating an engineering context into science learning: The effects of task context and response structuring on science understanding and investigation behaviors in a simulation	13
Countering science as White property through linguistic justice	13
	13
Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	13
A hypothetico‐deductive theory of science and learning	13
	12
	12
	12
Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	12
Applying machine learning to automatically assess scientific models	12

	12
Using automated analysis to assess middle school students' competence with scientific argumentation	11
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	11
Examining models constructed by kindergarten children	11
Connected learning: An approach for teaching nature of science aspects and argumentation components	11
Issue Information	11
Issue Information	11
Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	11
Engaging the racist science of human intelligence: Towards a more just science education future	11
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	11
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach	11
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	11
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	11
A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning	11
Students' situational engagement profiles in formal and informal science learning environments	11
	11
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	11
TRANSforming language use in science education through trans and queer studies	11
Issue Information	10
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	10
High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective	10
High school biology teachers’ integration of computational thinking into data practices to support student investigations	10
The role of equitable classroom cultures for supporting interest in science	10
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	10
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	10
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	10
	10