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 2020-11-01 to 2024-11-01.)

Article	Citations
The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability	21
Academic integrity, STEM education, and COVID-19: a call to action	19
Science education against the rise of fascist and authoritarian movements: towards the development of a pedagogy for democracy	19
A day of reckoning for the white academy: reframing success for African American women in STEM	18
The quest for sustainable futures: designing transformative learning spaces with multilingual Black, Brown, and Latinx young people through critical response-ability	17
Disrupting deficit narratives in informal science education: applying community cultural wealth theory to youth learning and engagement	16
Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications	16
Uncovering stories of resilience among successful African American women in STEM	16
Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities	15
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	15
Decoloniality in STEM research: (re)framing success	15
Cultural identity central to Native American persistence in science	14
Black girls matter: A critical analysis of educational spaces and call for community-based programs	12
Decolonial scientific education to combat ‘science for domination’	12
“For whom? By whom?”: critical perspectives of participation in ecological citizen science	12
Overcoming the discourse of science mistrust: how science education can be used to develop competent consumers and communicators of science information	11
Manifesting Black Joy in science learning	11
On love, becomings, and true generosity for science education: honoring Paulo Freire	11
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
“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	9
Learning about the nature of science through the critical and reflective reading of news on the COVID-19 pandemic	9
“They have a lot more freedom than they know”: science education as a space for radical openness	8
Confronting repressive ideologies with critical pedagogy in science classrooms	8
Gardener-becoming-tree, tree-becoming-gardener: growing-together as a metaphor for thinking about learning and development	8

Indigenous knowledge of Indonesian traditional medicines in science teaching and learning using a science–technology–engineering–mathematics (STEM) approach	8
Addressing critical cross-cultural issues in elementary STEM education research and practice: a critical review essay of Engineering in Elementary STEM Education	8
Trust in the time of corona: epistemic practice beyond hard evidence	8
Indigenous children’s connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment	7
Black liberatory science education: positioning Black youth as science learners through recognizing brilliance	7
Holding space for uncertainty and vulnerability: reclaiming humanity in teacher education through contemplative \| equity pedagogy	7
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning	7
The environment and politics in science education: the case of teaching fracking	7
Storied identities and teacher candidates’ developing practices	7
Challenges in measuring “connectedness to nature” among indigenous children: lessons from the Negev Bedouin	7
A critical race theory analysis of the draw-a-scientist test: are they really that white?	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
Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers’ understanding of their self-care needs	6
Multicultural classroom teaching in Nepal: perspectives and practices of a secondary level science teacher	6
Becoming alive within science education (research): thinking with life history(ies), bodies and stickiness	6
Science education research practices and its boundaries: on methodological and epistemological challenges	6
Making “it” matter: developing African-American girls and young women’s mathematics and science identities through informal STEM learning	5
Freire’s hope in radically changing times: a dialogue for curriculum integration from science education to face the climate crisis	5
“We constantly have to navigate”: Indigenous students’ and professionals’ strategies for navigating ethical conflicts in STEMM	5
Opportunities and tensions in family science: challenging dominant paradigms of science education	5
A Freirean liberatory perspective of community colleges education: critical consciousness and social justice science issues in the biology curriculum	5
Synergizing standards-based and place-based science education	5
South epistemologies to invent post-pandemic science education	5
Reflecting on Freire: a praxis of radical love and critical hope for science education	5
Shura-infused STEM professional learning community in an Islamic School in Thailand	5
Depoliticization of educational reforms: the STEM story	5
The problematic use of urban, suburban, and rural in science education	4
Science education in a world in crisis: contributions from the South to a defense of a cultural–historical approach in science teaching	4
Science education and cultural diversity: Freire’s concept of dialogue as theoretical lens to study the classroom discourse of science teachers	4
The emergence of remote laboratory courses in an emergency situation: University instructors’ agency during the COVID-19 pandemic	4
Science and poetry: poems as an educational tool for biology teaching	4
Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students	4
The journey of a science teacher: preparing female students in the training future scientists after-school program	4
Multiculturalism in higher education: experiences of international teaching assistants and their students in science and math classrooms	4
Special issue “reflecting on Freire: a praxis of radical love and critical hope for science education”—theme: transnational collaborations and solidarities	4
Counter-hegemonic science education: understanding the effects of coloniality and proposing a decolonial pedagogy	4
Exploring informal science education responses to COVID-19 global pandemic: learning from the case of the Gwacheon National Science Museum in Korea	4
Humanizing science education, wellness and a more just world	4
Interaction rituals, emotions, and early childhood science: digital microscopes and collective joy in a multilingual classroom	4
Should we bother to practice ecological responsibility?	4