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 2022-06-01 to 2026-06-01.)

Article	Citations
	94
“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark	57
Issue Information	45
The Importance of Science Education, Scientific Knowledge, and Evaluation Strategies for the Successful Detection of COVID‐19 Misinformation	39
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together	38
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study	38
Transformative Climate and Environmental Education for a Just Future	35
“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences	34
Students’ Experiences of Teachers’ Ways of Unpacking Visual Representations in the Context of Intermolecular Forces	29
School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged	28
Engaging the Complexities of Energy Transitions: Sociotechnical and Dualistic Insights From Crossdisciplinary Undergraduates	23
Centering Care in Transformative Climate Change Education: A Theoretical Framework for Communal Learning Ecosystems	23
Troubleshooting as an Inquiry Activity: Recognizing and Supporting the Mangle in the Classroom	21
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science	20
A Study of Teacher Sensemaking About Productive Student Talk in Science Classrooms	20
Issue Information	19
Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling	19
	18
Student reasonings and cognitive biases in climate change predictions	18
The Uses of Hopelessness: A Response to Røkenes and Jornet	18
The Emotional Valence of Hyperrationality in STEM Learning: Reinscriptions and Contestations of Coloniality	17
Diversifying computer science: An examination of the potential influences of women‐in‐computing groups	16
The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks	16
Teacher positioning within the figured world(s) of urban school science	15
	15

Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning	14
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	14
Young children co‐constructing science: The importance of their families and cultural communities	14
vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI	14
Embracing a Terra Plena Ethos in Urban Science Education	14
Science class as clinic: Why histories of segregated instruction matter for health equity reforms today	13
Leveraging purposes and values to motivate and negotiate reform	13
“Moving Beyond Research to Abolish and Replace Harmful Systems: A Response to Zhang and Kuo”	13
Issue Information	13
Issue Information	13
Issue Information	13
Navigating Lesbian, Gay, Bisexual, Transgender, and Queer Teacher Identities in Science Classrooms: A Comparative Case Study	13
Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework	13
Virtuality, Solidarity and Possibility: A Response to Paré	13
Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change	13
Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry	12
Commentary—misconceiving merit: Paradoxes of excellence and devotion in academic science and engineering	12
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking	12
Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development	12
Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership	12
Advancing a Comprehensive Equity Centered Theory of STEM Doctoral Persistence: A Small‐Scale Qualitative Exploration of Critical Capital Theory	12
	12
Physics curriculum in upper secondary schools: What leading physicists want	11
Equity‐centered science education: The origin story of this special issue	11
Issue Information	10
“That's Just Gonna Make Them Upset”: Youth Authoring Emerging Epistemic Ideals Through Rightful Presence	10
Epistemic Objects and Tools on the School Grounds: Addressing Plant Blindness and Knowledge Construction	10
A Review of Research on Engineering in K‐12 Science Education	10
Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self‐Efficacy and Expanding Perceptions of Science in Emerging Adult Learners	10
Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect	10
From Inquiry‐Based Science Teaching to Science Career Aspirations: Unequal Motivational Pathways in Western China	10
Learning by doing: A multi‐level analysis of the impact of citizen science education	9
Meaningful participation of schools in scientific research through contributory citizen science projects	9
What is the Point of Empathy? A Call for Critical Empathy in Noticing Emotions for Equity in Response to Patterson Williams and Sheth	9
Spatiotemporal relationships in science lessons: Building learning opportunities over time	9
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	9
Attending to Hyperrationality as Unraveling Coloniality in Science Education: A Response to Davis and Philip	9
Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar	9
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning	9
Students' credibility criteria for evaluating scientific information: The case of climate change on social media	9
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data	9
“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners	8
Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging	8
Rolling balls or trapping ions? How students relate models to real‐world phenomena in the physics laboratory	8
Spilling T(ruths) as Queer Resistance: A Counterstorytelling of a Secondary Science Teacher	8
The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity	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
Humanistic school science: Research, policy, politics and classrooms	8
	8
“Everyone's Struggling:” Coping With Institutionalized Hierarchies of Competence Through Emotional Resonance	7

Children's exposure to STEM instruction in preschool and how they respond to it	7
Negotiating mentoring relationships and support for Black and Brown early‐career faculty	7
Review of the double bind in physics education	7
Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality	7
Learning to Attune and Revise: A Response to Silvis, Clarke‐Midura, Lee, and Shumway	7
Inviting Conversations in Discipline‐Based Science Education	7
Science education with multilingual learners: Equity as access and equity as transformation	7
A critical race theory analysis of STEM schools in an urban school district	7
Uncovering Emotion in Youth Digital Civic Participation Around Climate Change: Entanglements of Fear, Despair, and Anger in Civic Practice	7
Issue Information	7
Exploring how museums can support science teacher leaders as boundary spanners	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
Welcome Home: Positive Affective Cultural Experiences and the Proleptic Promise of Belonging in Informal STEM With Black Boys	7
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
	6
Affective Politics of Belonging to STEM: Some Conceptual and Methodological Considerations	6
The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review	6
Middle School Students' Application of Science Learning From Physical Versus Virtual Labs to New Contexts	6
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach	6
Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction	6
A Call to Reimagine Science Formative Assessment Systems Through Translanguaging	6
Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation: A Boundary Crossing Approach	6
A review of Mark Windschitl's Teaching Climate Change	6
Recontextualization in Multilingual Science Teacher Professional Learning	6