Journal of Science Education and Technology

Papers
(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 2020-02-01 to 2024-02-01.)
ArticleCitations
Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence112
TechCheck: Development and Validation of an Unplugged Assessment of Computational Thinking in Early Childhood Education68
Understanding K-12 STEM Education: a Framework for Developing STEM Literacy55
Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–201946
Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations44
Modeling and Measuring High School Students’ Computational Thinking Practices in Science43
Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education41
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 Pandemic41
Investigating Engagement and Flow with a Placed-Based Immersive Virtual Reality Game37
Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges35
Comparison of Machine Learning Performance Using Analytic and Holistic Coding Approaches Across Constructed Response Assessments Aligned to a Science Learning Progression33
Children’s Emotions in Design-Based Learning: a Systematic Review31
Exploring Differences in Student Learning and Behavior Between Real-life and Virtual Reality Chemistry Laboratories30
A Meta-Analysis of Machine Learning-Based Science Assessments: Factors Impacting Machine-Human Score Agreements30
Pop-up Questions Within Educational Videos: Effects on Students’ Learning28
Practices and Theories: How Can Machine Learning Assist in Innovative Assessment Practices in Science Education28
The Impact of STEM Attitude and Thinking Style on Computational Thinking Determined via Structural Equation Modeling28
Multiple Representations in Computational Thinking Tasks: A Clinical Study of Second-Grade Students26
Incremental Beliefs, STEM Efficacy and STEM Interest Among First-Year Undergraduate Students26
Using Machine Learning to Score Multi-Dimensional Assessments of Chemistry and Physics25
Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation24
Robotics as a Tool to Enhance Technological Thinking in Early Childhood24
Virtual Reality: a Tool for Preservice Science Teachers to Put Theory into Practice23
Understanding How the Perceived Usefulness of Mobile Technology Impacts Physics Learning Achievement: a Pedagogical Perspective23
Using Augmented Reality and the Structure–Behavior–Function Model to Teach Lower Secondary School Students about the Human Circulatory System23
Self-directed Science Learning During COVID-19 and Beyond21
The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation21
Students’ Context-Specific Epistemic Justifications, Prior Knowledge, Engagement, and Socioscientific Reasoning in a Mobile Augmented Reality Learning Environment21
On the Validity of Machine Learning-based Next Generation Science Assessments: A Validity Inferential Network20
A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering20
Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students18
How Does Augmented Observation Facilitate Multimodal Representational Thinking? Applying Deep Learning to Decode Complex Student Construct18
Student-Generated Stop-Motion Animation in Science Classes: a Systematic Literature Review17
Embracing Digital Technology in Science Classrooms—Secondary School Teachers’ Enacted Teaching and Reflections on Practice17
Testing the Impact of Novel Assessment Sources and Machine Learning Methods on Predictive Outcome Modeling in Undergraduate Biology16
Combining Machine Learning and Qualitative Methods to Elaborate Students’ Ideas About the Generality of their Model-Based Explanations16
A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles16
Bridging the Gap Between Qualitative and Quantitative Assessment in Science Education Research with Machine Learning — A Case for Pretrained Language Models-Based Clustering16
Investigation of the Relationship Between Middle School Students’ Computational Thinking Skills and their STEM Career Interest and Attitudes Toward Inquiry15
Motivating Students to Learn STEM via Engaging Flight Simulation Activities15
Characterizing Students’ 4C Skills Development During Problem-based Digital Making15
Physics Students’ Conceptual Understanding of Geometric Optics: Revisited Analysis14
Development and Validation of the ICT-TPACK-Science Scale14
An Investigation of University Students and Professionals’ Professional STEM Identity Status13
Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment13
Computational Modeling of the Effects of the Science Writing Heuristic on Student Critical Thinking in Science Using Machine Learning13
Automated Scoring of Chinese Grades 7–9 Students’ Competence in Interpreting and Arguing from Evidence13
Computer-Based Classification of Preservice Physics Teachers’ Written Reflections13
STEAM Designed and Enacted: Understanding the Process of Design and Implementation of STEAM Curriculum in an Elementary School13
Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers13
Mining Effective Learning Behaviors in a Web-Based Inquiry Science Environment12
Examining the Influence That Professional Development Has on Educators’ Perceptions of Integrated STEM Safety in Makerspaces12
Relationships between Facial Expressions, Prior Knowledge, and Multiple Representations: a Case of Conceptual Change for Kinematics Instruction12
Algorithmic Explanations: an Unplugged Instructional Approach to Integrate Science and Computational Thinking12
Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model12
The Influence of Online STEM Education Camps on Students’ Self-Efficacy, Computational Thinking, and Task Value11
Student Self-perception on Digital Literacy in STEM Blended Learning Environments11
Exploring the Effectiveness and Moderators of Augmented Reality on Science Learning: a Meta-analysis11
Web-Based Virtual Lab for Learning Design, Operation, Control, and Optimization of an Anaerobic Digestion Process11
Comparative Learning Performance and Mental Involvement in Collaborative Inquiry Learning: Three Modalities of Using Virtual Lever Manipulative10
Modeling Secondary Students’ Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory10
Pedagogy, Partnership, and Collaboration: A Longitudinal, Empirical Study of Serious Educational Gameplay in Secondary Biology Classrooms10
IoT in Project-Based Biology Learning: Students’ Experiences and Skill Development10
Commentary—Applying Machine Learning in Science Assessment: Opportunity and Challenges9
Infusing Humanities in STEM Education: Student Opinions of Disciplinary Connections in an Introductory Chemistry Course9
Professional Growth of Novice and Experienced STEM Teachers9
How Much Cueing Is Needed in Instructional Animations? The Role of Prior Knowledge9
Supporting Student System Modelling Practice Through Curriculum and Technology Design9
Exploring How Role and Background Influence Through Analysis of Spatial Dialogue in Collaborative Problem-Solving Games9
Determining the Views of the Secondary School Science Teachers about the Use of Social Media in Education9
Affordances of Computational Models for English Learners in Science Instruction: Conceptual Foundation and Initial Inquiry9
Science Teachers’ Attitudes towards Computational Modeling in the Context of an Inquiry-Based Learning Module9
0.035959959030151