Journal of Science Education and Technology

(The TQCC of Journal of Science Education and Technology is 9. 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 2020-06-01 to 2024-06-01.)
Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence212
Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–201953
Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges48
Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education44
The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic43
Investigating Engagement and Flow with a Placed-Based Immersive Virtual Reality Game42
Comparison of Machine Learning Performance Using Analytic and Holistic Coding Approaches Across Constructed Response Assessments Aligned to a Science Learning Progression39
Exploring Differences in Student Learning and Behavior Between Real-life and Virtual Reality Chemistry Laboratories37
A Meta-Analysis of Machine Learning-Based Science Assessments: Factors Impacting Machine-Human Score Agreements35
Practices and Theories: How Can Machine Learning Assist in Innovative Assessment Practices in Science Education34
Pop-up Questions Within Educational Videos: Effects on Students’ Learning31
Using Machine Learning to Score Multi-Dimensional Assessments of Chemistry and Physics30
Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation28
Using Augmented Reality and the Structure–Behavior–Function Model to Teach Lower Secondary School Students about the Human Circulatory System27
Virtual Reality: a Tool for Preservice Science Teachers to Put Theory into Practice26
The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation26
Understanding How the Perceived Usefulness of Mobile Technology Impacts Physics Learning Achievement: a Pedagogical Perspective25
A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering24
Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students23
A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles22
Self-directed Science Learning During COVID-19 and Beyond22
Investigation of the Relationship Between Middle School Students’ Computational Thinking Skills and their STEM Career Interest and Attitudes Toward Inquiry22
On the Validity of Machine Learning-based Next Generation Science Assessments: A Validity Inferential Network21
Bridging the Gap Between Qualitative and Quantitative Assessment in Science Education Research with Machine Learning — A Case for Pretrained Language Models-Based Clustering21
How Does Augmented Observation Facilitate Multimodal Representational Thinking? Applying Deep Learning to Decode Complex Student Construct20
Motivating Students to Learn STEM via Engaging Flight Simulation Activities19
Combining Machine Learning and Qualitative Methods to Elaborate Students’ Ideas About the Generality of their Model-Based Explanations18
Characterizing Students’ 4C Skills Development During Problem-based Digital Making18
Student-Generated Stop-Motion Animation in Science Classes: a Systematic Literature Review18
Exploring the Effectiveness and Moderators of Augmented Reality on Science Learning: a Meta-analysis18
Testing the Impact of Novel Assessment Sources and Machine Learning Methods on Predictive Outcome Modeling in Undergraduate Biology17
Computer-Based Classification of Preservice Physics Teachers’ Written Reflections16
Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment16
Student Self-perception on Digital Literacy in STEM Blended Learning Environments15
Examining the Influence That Professional Development Has on Educators’ Perceptions of Integrated STEM Safety in Makerspaces15
Physics Students’ Conceptual Understanding of Geometric Optics: Revisited Analysis15
Automated Scoring of Chinese Grades 7–9 Students’ Competence in Interpreting and Arguing from Evidence15
Examining the Effectiveness of a Professional Development Program: Integration of Educational Robotics into Science and Mathematics Curricula15
Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers15
The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value14
Computational Modeling of the Effects of the Science Writing Heuristic on Student Critical Thinking in Science Using Machine Learning14
Algorithmic Explanations: an Unplugged Instructional Approach to Integrate Science and Computational Thinking14
Exploring the Effect of Augmented Reality on Cognitive Load, Attitude, Spatial Ability, and Stereochemical Perception14
Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model13
Relationships between Facial Expressions, Prior Knowledge, and Multiple Representations: a Case of Conceptual Change for Kinematics Instruction12
“It’s Like I’m Really There”: Using VR Experiences for STEM Career Development12
Exploring How Role and Background Influence Through Analysis of Spatial Dialogue in Collaborative Problem-Solving Games12
Web-Based Virtual Lab for Learning Design, Operation, Control, and Optimization of an Anaerobic Digestion Process12
Effects of Wearable Hybrid AR/VR Learning Material on High School Students’ Situational Interest, Engagement, and Learning Performance: the Case of a Physics Laboratory Learning Environment12
Comprehensive Exploration of Digital Literacy: Embedded with Self-Regulation and Epistemological Beliefs11
How Much Cueing Is Needed in Instructional Animations? The Role of Prior Knowledge11
Science Teachers’ Attitudes towards Computational Modeling in the Context of an Inquiry-Based Learning Module11
Research Trends in Technology-Enhanced Chemistry Learning: A Review of Comparative Research from 2010 to 201911
Beliefs, Self-reported or Performance-Assessed TPACK: What Can Predict the Quality of Technology-Enhanced Biology Lesson Plans?10
A Phenomenography Study of STEM Teachers’ Conceptions of Using Three-Dimensional Modeling and Printing (3DMP) in Teaching10
Modeling Secondary Students’ Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory10
Cognition, Attitude, and Interest in Cross-Disciplinary i-STEM Robotics Curriculum Developed by Thematic Integration Approaches of Webbed and Threaded Models: a Concurrent Embedded Mixed Methods Study10
Affordances of Computational Models for English Learners in Science Instruction: Conceptual Foundation and Initial Inquiry10
Pedagogy, Partnership, and Collaboration: A Longitudinal, Empirical Study of Serious Educational Gameplay in Secondary Biology Classrooms10
Comparative Learning Performance and Mental Involvement in Collaborative Inquiry Learning: Three Modalities of Using Virtual Lever Manipulative10
Professional Growth of Novice and Experienced STEM Teachers10
IoT in Project-Based Biology Learning: Students’ Experiences and Skill Development10
Comparing Learning Outcomes and Satisfaction of an Online Algebra-Based Physics Course with a Face-to-Face Course9
Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments9
The Affordances of Minecraft Education as a Game-Based Learning Tool for Atomic Structure in Junior High School Science Education9
The Development and Validation of a Survey for Evaluating Primary Students’ Self-efficacy in STEM Activities9
Rising to the Challenge: The Effect of Individual and Social Metacognitive Scaffolds on Students’ Expressions of Autonomy and Competence Throughout an Inquiry Process9
Commentary—Applying Machine Learning in Science Assessment: Opportunity and Challenges9
Supporting Student System Modelling Practice Through Curriculum and Technology Design9
Computational Thinking Integration into Science Classrooms: Example of Digestive System9
Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria9
In-service Teachers’ Needs and Mentor’s Practices in Applying a Teaching–Learning Sequence on Nanotechnology and Plastics in Primary Education9
The Impacts of Online Skeuomorphic Physics Inquiry–Based Learning With and Without Simulation on 8th Graders’ Scientific Inquiry Performance9