OOIR: Observatory of International Research

Papers

(The TQCC of Science Education is 5. 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
The trouble with STEAM and why we use it anyway	75
Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement	43
Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations	41
Recognition and operationalization of Future‐Scaffolding Skills: Results from an empirical study of a teaching–learning module on climate change and futures thinking	40
How has Science Education changed over the last 100 years? An analysis using natural language processing	34
Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments	32
“You could like science and not be a science person”: Black girls' negotiation of space and identity in science	30
Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study	27
Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers	27
Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS	24
“If We Don't Have Diversity, There's No Future to See”: High‐school students' perceptions of race and gender representation in STEM	23
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning	23
The potential of “civic science education”: Theory, research, practice, and uncertainties	22
Science education in an age of misinformation	21
Pathways of interest and participation: How STEM‐interested youth navigate a learning ecosystem	21
Ten competencies for the science misinformation crisis	20
Epistemic agency for costructuring expansive knowledge‐building practices	18
Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty	18
Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies	18
Measuring epistemologies in science learning and teaching: A systematic review of the literature	18
Teachers' ability to diagnose and deal with alternative student conceptions of evolution	17
“The Awe is In the Process”: The nature and impact of professional scientists' experiences of awe	17
Intergroup dialogue: A justice‐centered pedagogy to address gender inequity in STEM	17
Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color	17
An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience	17

Plan‐Draw‐Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation	16
Emotion, place, and practice: Exploring the interplay in children's engagement in ecologists' sampling practices	16
Determinants of Black families’ access to a community‐based STEM program: A latent class analysis	16
Who's who: How “women of color” are (or are not) represented in STEM education research	15
Are students in Italy really disinterested in science? A person‐centered approach using the PISA 2015 data	15
Science faculty conceptions of equity and their association to teaching practices	14
Broadening a nature of science conceptualization: Using school biology textbooks to differentiate the family resemblance approach	14
A closer look at US schools: What characteristics are associated with scientific literacy? A multivariate multilevel analysis using PISA 2015	13
Industry, science education, and teacher agency: A discourse analysis of teachers' evaluations of industry‐produced teaching resources	13
The role of collective sensemaking and science curriculum development within a research–practice partnership	13
Humanistic science education: The history of science and other relevant contexts	12
Science education with multilingual learners: Equity as access and equity as transformation	12
Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students	12
Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk	12
Rubbing elbows with them: Building capacity in STEM through science and engineering fairs	12
The cognitive and affective roles of learning assistants in science, technology, engineering, and mathematics college classrooms: An exploration of classroom experiences and students' metacognitive aw	12
Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage	12
Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations	11
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom	11
Ideology in the mirror: A loving (self) critique of our equity and social justice efforts in STEM education	11
Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school	11
The role of interest in climate change instruction	11
Science practice‐readiness: Novice elementary teachers' developing knowledge of science practices	10
Undergraduate biology students' model‐based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures	10
Advancing multimedia learning for science: Comparing the effect of virtual versus physical models on student learning about stereochemistry	10
Leveraging curricular and students' resources to instigate and sustain problematizing	10
Multidimensional trajectories for understanding ecosystems	9
Negotiating mentoring relationships and support for Black and Brown early‐career faculty	9
Passive elementary student's constructed epistemic emotions and patterns of participation during small group scientific modeling	9
Generating a framework for gender and sexual diversity‐inclusive STEM education	9
How conceptual blends support sensemaking: A case study from introductory physics	8
Moving past postcolonial hybrid spaces: How Buddhist monks make meaning of biology	8
Present in class yet absent in science: The individual and societal impact of inequitable science instruction and challenge to improve science instruction	8
Middle‐ and secondary‐school students' STEM career interest and its relationship to gender, grades, and family size in Kazakhstan	8
Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools	8
Promoting equity in the peer review process of journal publication	7
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom	7
Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms	7
Families' experiments and conversations at an open‐ended exhibit in a science museum: Individual characteristics and the influence of minimal guidance strategies	7
Telling the energy story: Design and results of a new curriculum for energy in upper elementary school	6
Development of the science teaching anxiety scale for preservice elementary teachers: A Rasch analysis	6
Engagement in high‐leverage science teaching practices among novice elementary teachers	6
Embodied interactions in a science museum	6
The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks	6
Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood eng	6
Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers	5
An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts	5
Mentoring across differences in science education: Applying a brokering framework	5
Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms	5
Embodied cognition through participatory simulation and mathematical description: Supporting mechanistic reasoning and explanation	5

Humanistic school science: Research, policy, politics and classrooms	5
Learning to teach science during the clinical experience: Agency, opportunity, and struggle	5
Affordances of engineering with English learners	5
Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction	5
“Quite ironic that even I became a natural scientist”: Students' imagined identity trajectories in the Figured World of Higher Education Biology	5
Creativity in science: A dilemma for informal and formal education	5
Beginning school–university partnerships for transformative social change in science education: Narratives from the field	5
Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument	5
Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education	5