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 2021-08-01 to 2025-08-01.)

Article	Citations
“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark	56
	47
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study	38
“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences	37
Transformative Climate and Environmental Education for a Just Future	30
Cross‐sectional study of students' molecular explanations of inheritance patterns	30
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom	29
Teachers' ability to diagnose and deal with alternative student conceptions of evolution	29
The Importance of Science Education, Scientific Knowledge, and Evaluation Strategies for the Successful Detection of COVID‐19 Misinformation	28
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together	28
	27
Complex pathways within nested systems: Exploring approaches to centering equity in peer review	26
A case study of science teachers' goal conflicts arising when integrating engineering into science classes	25
Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling	24
School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged	23
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science	23
Issue Information	21
Troubleshooting as an Inquiry Activity: Recognizing and Supporting the Mangle in the Classroom	21
	19
Humanistic science education: Updating our collective consciousness and offering fresh consideration	19
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning	18
Diversifying computer science: An examination of the potential influences of women‐in‐computing groups	18
Student reasonings and cognitive biases in climate change predictions	18
The Uses of Hopelessness: A Response to Røkenes and Jornet	17
The Emotional Valence of Hyperrationality in STEM Learning: Reinscriptions and Contestations of Coloniality	17

The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks	17
Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice	16
Issue Information	16
Teacher positioning within the figured world(s) of urban school science	16
A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit	15
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning	14
	14
vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI	14
Young children co‐constructing science: The importance of their families and cultural communities	13
Science class as clinic: Why histories of segregated instruction matter for health equity reforms today	13
Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research	13
Naturalizing the Nature of Science: A response to and acknowledgement of Klopfer & Aikenhead	12
Issue Information	12
Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change	12
Commentary—misconceiving merit: Paradoxes of excellence and devotion in academic science and engineering	11
Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry	10
Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership	10
Advancing a Comprehensive Equity Centered Theory of STEM Doctoral Persistence: A Small‐Scale Qualitative Exploration of Critical Capital Theory	10
Virtuality, Solidarity and Possibility: A Response to Paré	10
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking	10
Leveraging purposes and values to motivate and negotiate reform	10
	9
Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development	9
Issue Information	9
Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students	9
Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect	9
Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework	9
A Review of Research on Engineering in K‐12 Science Education	8
Physics curriculum in upper secondary schools: What leading physicists want	8
Students' credibility criteria for evaluating scientific information: The case of climate change on social media	8
Equity‐centered science education: The origin story of this special issue	8
Issue Information	8
Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self‐Efficacy and Expanding Perceptions of Science in Emerging Adult Learners	8
	8
“That's Just Gonna Make Them Upset”: Youth Authoring Emerging Epistemic Ideals Through Rightful Presence	8
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data	8
“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners	7
Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage	7
Meaningful participation of schools in scientific research through contributory citizen science projects	7
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom	7
Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers	7
Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar	7
Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging	7
Humanistic school science: Research, policy, politics and classrooms	7
Spatiotemporal relationships in science lessons: Building learning opportunities over time	6
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning	6
“It Looks as if They Threw the Entire Periodic Table Into the River”: A Decolonial Perspective for Chemistry Education in the Context of Environmental Injustices	6
Rolling balls or trapping ions? How students relate models to real‐world phenomena in the physics laboratory	6
Negotiating mentoring relationships and support for Black and Brown early‐career faculty	6
Learning by doing: A multi‐level analysis of the impact of citizen science education	6

The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity	6
Children's exposure to STEM instruction in preschool and how they respond to it	6
The role of collective sensemaking and science curriculum development within a research–practice partnership	6
	6
What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19	6
What is the Point of Empathy? A Call for Critical Empathy in Noticing Emotions for Equity in Response to Patterson Williams and Sheth	6
Periodicity and change: Talking about time inside the planetarium dome	6
Exploring how museums can support science teacher leaders as boundary spanners	6
Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality	5
	5
Review of the double bind in physics education	5
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science	5
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice	5
Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation: A Boundary Crossing Approach	5
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach	5
Science education with multilingual learners: Equity as access and equity as transformation	5
The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review	5
A review of Mark Windschitl's Teaching Climate Change	5
“Everyone's Struggling:” Coping With Institutionalized Hierarchies of Competence Through Emotional Resonance	5
Uncovering Emotion in Youth Digital Civic Participation Around Climate Change: Entanglements of Fear, Despair, and Anger in Civic Practice	5
Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach	5
A critical race theory analysis of STEM schools in an urban school district	5
Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness	5