OOIR: Observatory of International Research

Papers

(The TQCC of Cultural Studies of 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 2021-09-01 to 2025-09-01.)

Article	Citations
Riot strrrs: zines as alternative public pedagogies in space science education	30
Humanizing science education, wellness and a more just world	24
The concept of alterity: its usage and its relevance for critical qualitative researchers in the era of Trump	23
“The freshness of irreverence”: learning from ACT UP toward sociopolitical action in science education	21
Treading carefully: the environment and political participation in science education	19
Sociopolitical solidarity in STEM education: youth-centered relationships that resist learning as just achievement data	18
How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education	15
Re-imagining science education research toward a language for science perspective	15
It can’t just be science: preservice elementary science teachers' ideas for teaching a social justice science issue	15
Correction: Critical thinking in the making: students’ critical thinking practices in a multifaceted SSI project	15
Equity for whom? Synthesizing examinations of multilingual learners’ language practices across asset-based science education research	14
Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications	13
All that glitters is not gold: confronting race-neutral perspectives on diversity and equity across STEM curricula	13
“The heavy burden”: Indigenous knowledge systems, biocultural diversity, and transknowledging in sciences education	12
Evolution and climate change within the political project of conservative Christian homeschooling	12
The impacts of animal farming: a critical review of secondary and high school textbooks	12
The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán	11
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning	11
A critical race theory analysis of the draw-a-scientist test: are they really that white?	11
Historically underrepresented and marginalized science fiction convention attendees’ life experiences related to science and science fiction	10
Expanding the border of science education through the lens of Buddhist mindfulness	10
The role of myths in students discussing ‘pest’–agriculture relations	9
Dialoguing with Freire and Butler about chaos: a provocative organising exercise in my PhD	9
100 years of gratitude: what I learned from Freire	8
STEM learning as care work	7

The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education	7
Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning	7
What will we teach the teachers? Grappling with racism in a professional development setting	7
The (re)production of insecurities: an ethnographic study of the gendered science classroom in upper secondary school	7
On the muckiness of science, ethics, and preservice teacher education: contemplating the (im)possibilities of a ‘right’-eous stance	7
Cultural identity central to Native American persistence in science	6
Intra-action analysis of emergent science phenomena: examining meaning-making with the more than human in science classrooms	6
A critical perspective on pandemics and epidemics: building a bridge between public health and science education	6
Black girls matter: A critical analysis of educational spaces and call for community-based programs	6
Moving beyond student surveys and toward critical consciousness in science education	6
Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism	6
The argumentative shortcomings of educators’ efforts to talk about religion and science: mixed enthymemes in Understanding Science	6
Pictorial representations of preservice elementary teachers’ views about science teaching and learning	5
Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students	5
Science and poetry: poems as an educational tool for biology teaching	5
Black liberatory science education: positioning Black youth as science learners through recognizing brilliance	5
Blind spots in elementary students’ perceptions regarding the food system: expanding Fonseca’s research on depictions of animal food production in Portuguese textbooks	5
Critical thinking in the making: students’ critical thinking practices in a multifaceted SSI project	5
Comparative analysis of chemistry teaching in city center and suburban public schools in Brazil: how school reputation and social profile influence chemistry teaching and high school students’ perform	5
Just worlding design principles: childrens’ multispecies and radical care priorities in science and engineering education	5
South epistemologies to invent post-pandemic science education	5
Explanations as cultural tools in science education	5
Stretching the border: living in complementary and contradictory spaces	4
Myths and matters of science education: a critical discourse on science and standards	4
Science education and the African Diaspora in the United States	4
Reflecting on Freire: a praxis of radical love and critical hope for science education	4
Hard-rooted to nature: rediscovering the forgotten forest in science education	4
Science teacher beliefs in conflict-affected zones of Jammu and Kashmir	4