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 2020-07-01 to 2024-07-01.)

Article	Citations
The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability	19
Academic integrity, STEM education, and COVID-19: a call to action	17
A day of reckoning for the white academy: reframing success for African American women in STEM	17
The quest for sustainable futures: designing transformative learning spaces with multilingual Black, Brown, and Latinx young people through critical response-ability	16
Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities	15
Uncovering stories of resilience among successful African American women in STEM	15
Science education against the rise of fascist and authoritarian movements: towards the development of a pedagogy for democracy	15
Cultural identity central to Native American persistence in science	14
Decoloniality in STEM research: (re)framing success	14
Who aspires to be a scientist/who is allowed in science? Science identity as a lens to exploring the political dimension of the nature of science	14
Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications	13
Disrupting deficit narratives in informal science education: applying community cultural wealth theory to youth learning and engagement	13
Black girls matter: A critical analysis of educational spaces and call for community-based programs	12
Manifesting Black Joy in science learning	11
“For whom? By whom?”: critical perspectives of participation in ecological citizen science	10
On love, becomings, and true generosity for science education: honoring Paulo Freire	10
Mitigating the need for resiliency for Black girls: reimagining the cultural brokering through a lens of science as white property	10
The identity turn in science education research: a critical review of methodologies in a consolidating field	9
Learning about the nature of science through the critical and reflective reading of news on the COVID-19 pandemic	9
Overcoming the discourse of science mistrust: how science education can be used to develop competent consumers and communicators of science information	9
Confronting repressive ideologies with critical pedagogy in science classrooms	8
Indigenous knowledge of Indonesian traditional medicines in science teaching and learning using a science–technology–engineering–mathematics (STEM) approach	8
“They have a lot more freedom than they know”: science education as a space for radical openness	8
Toward a place-based learning progression for haze pollution in the northern region of Thailand	7
Gardener-becoming-tree, tree-becoming-gardener: growing-together as a metaphor for thinking about learning and development	7

“It’s not a deaf thing, it’s not a black thing; it’s a deaf black thing”: a study of the intersection of adolescents’ deaf, race, and STEM identities	7
Decolonial scientific education to combat ‘science for domination’	7
Addressing critical cross-cultural issues in elementary STEM education research and practice: a critical review essay of Engineering in Elementary STEM Education	7
Trust in the time of corona: epistemic practice beyond hard evidence	7
The environment and politics in science education: the case of teaching fracking	7
Using a controversy about health, biology, and indigenous knowledge to promote undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities: the case	7
Storied identities and teacher candidates’ developing practices	7
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning	7
Holding space for uncertainty and vulnerability: reclaiming humanity in teacher education through contemplative \| equity pedagogy	6
A critical race theory analysis of the draw-a-scientist test: are they really that white?	6
Becoming alive within science education (research): thinking with life history(ies), bodies and stickiness	6
Making “it” matter: developing African-American girls and young women’s mathematics and science identities through informal STEM learning	5
Inquiry-based science teaching in community secondary schools in Tanzania: role played by the language of instruction	5
Synergizing standards-based and place-based science education	5
Black liberatory science education: positioning Black youth as science learners through recognizing brilliance	5
Indigenous children’s connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment	5
Science education research practices and its boundaries: on methodological and epistemological challenges	5
Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers’ understanding of their self-care needs	5
Multicultural classroom teaching in Nepal: perspectives and practices of a secondary level science teacher	5
A swing and a child: how scientific phenomena can come to matter for preschool children’s emergent science identities	5
South epistemologies to invent post-pandemic science education	5
Challenges in measuring “connectedness to nature” among indigenous children: lessons from the Negev Bedouin	4
Special issue “reflecting on Freire: a praxis of radical love and critical hope for science education”—theme: transnational collaborations and solidarities	4
Science and poetry: poems as an educational tool for biology teaching	4
The problematic use of urban, suburban, and rural in science education	4
Opportunities and tensions in family science: challenging dominant paradigms of science education	4
Multiculturalism in higher education: experiences of international teaching assistants and their students in science and math classrooms	4
Reflecting on Freire: a praxis of radical love and critical hope for science education	4
“We constantly have to navigate”: Indigenous students’ and professionals’ strategies for navigating ethical conflicts in STEMM	4
Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students	4
Science education in a world in crisis: contributions from the South to a defense of a cultural–historical approach in science teaching	4
Interaction rituals, emotions, and early childhood science: digital microscopes and collective joy in a multilingual classroom	4
A Freirean liberatory perspective of community colleges education: critical consciousness and social justice science issues in the biology curriculum	4
Freire’s hope in radically changing times: a dialogue for curriculum integration from science education to face the climate crisis	4
Shura-infused STEM professional learning community in an Islamic School in Thailand	4
Depoliticization of educational reforms: the STEM story	4
Humanizing science education, wellness and a more just world	4