OOIR: Observatory of International Research

Papers

(The TQCC of Science Education is 6. 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 2022-01-01 to 2026-01-01.)

Article	Citations
	73
“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark	53
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together	41
Issue Information	36
“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences	35
The Importance of Science Education, Scientific Knowledge, and Evaluation Strategies for the Successful Detection of COVID‐19 Misinformation	34
Teachers' ability to diagnose and deal with alternative student conceptions of evolution	33
Transformative Climate and Environmental Education for a Just Future	33
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom	29
	28
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study	28
Complex pathways within nested systems: Exploring approaches to centering equity in peer review	27
Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling	23
A Study of Teacher Sensemaking About Productive Student Talk in Science Classrooms	23
School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged	22
Troubleshooting as an Inquiry Activity: Recognizing and Supporting the Mangle in the Classroom	22
Issue Information	21
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science	21
Humanistic science education: Updating our collective consciousness and offering fresh consideration	20
The Uses of Hopelessness: A Response to Røkenes and Jornet	19
	19
Diversifying computer science: An examination of the potential influences of women‐in‐computing groups	18
Student reasonings and cognitive biases in climate change predictions	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	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	16
	16
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning	15
Teacher positioning within the figured world(s) of urban school science	15
Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice	15
Issue Information	13
Science class as clinic: Why histories of segregated instruction matter for health equity reforms today	13
Navigating Lesbian, Gay, Bisexual, Transgender, and Queer Teacher Identities in Science Classrooms: A Comparative Case Study	13
Young children co‐constructing science: The importance of their families and cultural communities	13
vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI	13
Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research	13
Issue Information	12
Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry	12
Naturalizing the Nature of Science: A response to and acknowledgement of Klopfer & Aikenhead	12
Commentary—misconceiving merit: Paradoxes of excellence and devotion in academic science and engineering	12
Embracing a Terra Plena Ethos in Urban Science Education	12
Leveraging purposes and values to motivate and negotiate reform	11
Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development	11
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking	11
Advancing a Comprehensive Equity Centered Theory of STEM Doctoral Persistence: A Small‐Scale Qualitative Exploration of Critical Capital Theory	11
Issue Information	11
Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework	11
Virtuality, Solidarity and Possibility: A Response to Paré	11
Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change	10
A Review of Research on Engineering in K‐12 Science Education	10
“Moving Beyond Research to Abolish and Replace Harmful Systems: A Response to Zhang and Kuo”	10
Issue Information	10
Equity‐centered science education: The origin story of this special issue	10
Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership	10
Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self‐Efficacy and Expanding Perceptions of Science in Emerging Adult Learners	10
	10
Physics curriculum in upper secondary schools: What leading physicists want	9
Spatiotemporal relationships in science lessons: Building learning opportunities over time	9
“That's Just Gonna Make Them Upset”: Youth Authoring Emerging Epistemic Ideals Through Rightful Presence	9
Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar	9
Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect	9
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning	9
Issue Information	9
Learning by doing: A multi‐level analysis of the impact of citizen science education	8
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	8
“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners	8
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data	8
The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity	8
Attending to Hyperrationality as Unraveling Coloniality in Science Education: A Response to Davis and Philip	8
What is the Point of Empathy? A Call for Critical Empathy in Noticing Emotions for Equity in Response to Patterson Williams and Sheth	8
Humanistic school science: Research, policy, politics and classrooms	8
Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging	8
“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	8
Meaningful participation of schools in scientific research through contributory citizen science projects	7
Rolling balls or trapping ions? How students relate models to real‐world phenomena in the physics laboratory	7

Negotiating mentoring relationships and support for Black and Brown early‐career faculty	7
Review of the double bind in physics education	7
Establishing a Model for Serious Science Game Design for Elementary Learners: A Longitudinal, Mixed Methods Study of Serious Game Design Mechanics That Facilitate Science Learning	7
Students' credibility criteria for evaluating scientific information: The case of climate change on social media	7
Exploring how museums can support science teacher leaders as boundary spanners	7
Inviting Conversations in Discipline‐Based Science Education	7
A critical race theory analysis of STEM schools in an urban school district	7
	7
Children's exposure to STEM instruction in preschool and how they respond to it	7
Science education with multilingual learners: Equity as access and equity as transformation	7
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice	7
The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review	6
“Everyone's Struggling:” Coping With Institutionalized Hierarchies of Competence Through Emotional Resonance	6
A review of Mark Windschitl's Teaching Climate Change	6
	6
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach	6
Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation: A Boundary Crossing Approach	6
Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality	6
A Call to Reimagine Science Formative Assessment Systems Through Translanguaging	6
Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness	6
Learning to Attune and Revise: A Response to Silvis, Clarke‐Midura, Lee, and Shumway	6
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science	6
Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach	6
Uncovering Emotion in Youth Digital Civic Participation Around Climate Change: Entanglements of Fear, Despair, and Anger in Civic Practice	6