OOIR: Observatory of International Research

Papers

(The TQCC of Research in Science Education is 4. 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
Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students	51
Multimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices	29
Science and Religious Education Teachers’ Views of Argumentation and Its Teaching	22
Assessing Argumentation Using Machine Learning and Cognitive Diagnostic Modeling	21
Comparing Student Responses to Convergent, Divergent, and Evaluative Nature of Science Questions	19
The Multi-timescale, Multi-modal and Multi-perspectival Aspects of Classroom Discourse Analysis in Science Education	19
Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis	16
Increasing Girls’ STEM Engagement in Early Childhood: Conditions Created by the Conceptual PlayWorld Model	16
Theorising Learning in Science Through Integrating Multimodal Representations	16
Science Concept Formation During Infancy, Toddlerhood, and Early Childhood: Developing a Scientific Motive Over Time	14
Exploring Undergraduates’ Breadth of Socio-scientific Reasoning Through Domains of Knowledge	13
A Qualitative Examination of Science Teachers’ Emotions, Emotion Regulation Goals and Strategies	12
Physics Identity of Chinese Students Before and After Gaokao: the Effect of High-Stake Testing	12
Analysis of Students’ Diagrams Explaining Scientific Phenomena	11
Testing Creativity and Personality to Explore Creative Potentials in the Science Classroom	11
Investigating Relationships Between Learning Environment Perceptions, Motivation and Self-Regulation for Female Science Students in Abu Dhabi, United Arab Emirates	11
Multimodal Creative Inquiry: Theorising a New Approach for Children’s Science Meaning-Making in Early Childhood Education	11
Teacher-Directed Learning Approaches and Science Achievement: Investigating the Importance of Instructional Explanations in Australian Schools	11
The Impact of Collaboration Between Science and Religious Education Teachers on Their Understanding and Views of Argumentation	10
Primary Science Education in Australian Universities: An Overview of Context and Practice	9
Pre-Service Science Teachers’ Scientific Reasoning Competencies: Analysing the Impact of Contributing Factors	9
Implementing a Project-Based Learning Module in Urban and Indigenous Areas to Promote Young Children’s Scientific Practices	9
Scientific Research Identity Development Need Not Wait Until College: Examining the Motivational Impact of a Pre-college Authentic Research Experience	9
Negotiation of Epistemological Understandings and Teaching Practices Between Primary Teachers and Scientists about Artificial Intelligence in Professional Development	9
Teachers' perceptions of Brandon's Matrix as a framework for the teaching and assessment of scientific methods in school science	8

Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images	8
Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula	8
Analysing Multimodal Texts in Science—a Social Semiotic Perspective	8
Re-envisioning Biology Curricula to Include Ideological Awareness	8
How Do We Prepare to Teach? Exploring Science Lecturers’ Authentic Approaches to Teaching in Higher Education	7
Distribution of Visual Representations Across Scientific Genres in Secondary Science Textbooks: Analysing Multimodal Genre Pattern of Verbal-Visual Texts	7
Introduction to the Special Issue: Multimodal Meaning-Making in Science	7
Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms	7
A Model-Based Inquiry Sequence as a Heuristic to Evaluate Students’ Emotional, Behavioural, and Cognitive Engagement	7
Quantitatively Investigating Inservice Elementary Teachers’ Nature of Science Views	7
Children and Parents’ Perceptions of Access to Science Tools at Home and Their Role in Science Self-efficacy	7
Knowledge of Student Learning Difficulties as a Plausible Conceptual Change Pathway Between Content Knowledge and Pedagogical Content Knowledge	7
Psychological Allostatic Load: the Cost of Persistence in STEM Disciplines	6
Multimodal Genre of Science Classroom Discourse: Mutual Contextualization Between Genre and Representation Construction	6
Innovations, Challenges and Future Directions in Nature of Science Research: Reflections from Early Career Academics	6
Effects of Teacher Professional Development and Science Classroom Learning Environment on Students’ Science Achievement	6
Tracing Preservice Teachers’ Understanding of Nature of Science Through Their Drawings and Writing	6
The Long Road to Shared PCK: a Science Teacher’s Personal Journey	6
Expertise as Sensorimotor Tuning: Perceptual Navigation Patterns Mark Representational Competence in Science	6
Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach	6
Relative Effects of Classroom Utility Value Intervention on the Science Motivation of Girls and Boys	5
Learning Analytics for Assessing Hands-on Laboratory Skills in Science Classrooms Using Bayesian Network Analysis	5
Re-validating a Learning Progression of Buoyancy for Middle School Students: A Longitudinal Study	5
Creating Values: the Entrepreneurial-Science Education Nexus	5
Students’ Forms of Dialogue When Engaged with Contemporary Biological Research: Insights from University and High School Students’ Group Discussions	5
Theory, Methods, and Expressive Potential of Discourse Studies in Science Education	5
Assessment of Context-Based Chemistry Problem-Solving Skills: Test Design and Results from Ninth-Grade Students	5
Development of Systems and Futures Thinking Skills by Primary Pre-service Teachers for Addressing Epidemics	5
‘I don’t Study Physics Anymore’: a Cross-Institutional Australian Study on Factors Impacting the Persistence of Undergraduate Science Students	5
Investigating the Knowledge Domains Science Teachers Use When Considering a Socioscientific Issue	5
Science Cafés: Exploring Adults’ Motivation to Learn Science in a Community Space	5
Inquiry Process Skills in Primary Science Textbooks: Authors and Publishers’ Intentions	5
Teaching About Electricity in Primary School Multimodality and Variation Theory as Analytical Lenses	5
Meaning Making with Multiple Representations: a Case Study of a Preservice Teacher Creating a Digital Explanation	5
The Influences of Socioscientific Issues on General Science Teaching Self-Efficacy	4
Elementary Preservice Teachers’ Trajectories for Appropriating Engineering Design–Based Science Teaching	4
Examining the Metropolitan and Non-metropolitan Educational Divide: Science Teaching Efficacy Beliefs and Teaching Practices of Australian Primary Science Educators	4
Exploring the Impact of Artificial Intelligence in Teaching and Learning of Science: A Systematic Review of Empirical Research	4
Development and Validation of a Questionnaire to Assess Situational Interest in a Science Period: a Study in Three Cultural/Linguistic Contexts	4
Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection	4
How is “Knowledge” Constructed During Science Activities? Detaching Instructional Effects of “Playing” and “Telling” to Optimize Integration of Scientific Investigations	4
Reading Behavior in Science Comics and Its Relations with Comprehension Performance and Reading Attitudes: an Eye-tracker Study	4
Producing Scientific Explanations in Physics—a Multimodal Account	4
Developing an Instrument to Assess Pedagogical Content Knowledge for Evolution	4
An Assessment Using Rubrics and the Rasch Model of 14/15-Year-Old Students’ Difficulties in Arguing About Bottled Water Consumption	4
A Cultural-historical Critique of How Engineering Knowledge is Constructed Through Research in Play-based Settings: What Counts as Evidence and What is Invisible?	4
The Semiotic Function of a Bridging Representation to Support Students’ Meaning-Making in Solution Chemistry	4
A Peircean Socio-Semiotic Analysis of Science Students’ Creative Reasoning as/Through Digital Simulations	4
Students’ Drawings, Conceptual Models, and Chemistry Understanding in the Air-Quality Learning Unit	4
How Do Direct and Indirect Hands-on Instructions Strengthened by the Self-Explanation Effect Promote Learning? Evidence from Motion Content	4

Pre-Service Primary Teachers’ Competencies in Asking and Conducting Researchable Science Questions Using Fair Testing	4
Pedagogical Content Knowledge for Informal Science Educators: Development of the ISE-PCK Framework	4
Understanding the Nature of Questioning and Teacher Talk Moves in Interactive Classrooms: a Case of Three South African Teachers	4
Preservice Physics Teachers’ Development of Physics Identities: the Role of Multiple Representations	4
Progression in Self-Efficacy, Interest, Identity, Sense of Belonging, Perceived Recognition and Effectiveness of Peer Interaction of Physics Majors and Comparison with Non-Majors and Ph.D. Students	4