OOIR: Observatory of International Research

Papers

(The TQCC of Cultural Studies of Science Education is 3. 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 2021-02-01 to 2025-02-01.)

Article	Citations
Coping and scholarship during a pandemic	21
Bring along the other: dialogue, togetherness, and possibilities in Science Education	19
Embracing a lover’s discourse in academia	19
Dialoguing with Freire and Butler about chaos: a provocative organising exercise in my PhD	17
The role of myths in students discussing ‘pest’–agriculture relations	16
Holding space for uncertainty and vulnerability: reclaiming humanity in teacher education through contemplative \| equity pedagogy	16
Humanizing science education, wellness and a more just world	15
A critical perspective on pandemics and epidemics: building a bridge between public health and science education	15
The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education	15
Storied identities and teacher candidates’ developing practices	14
Re/turning to soil: becoming one-bodied with the Earth	12
What will we teach the teachers? Grappling with racism in a professional development setting	12
Why does this matter? The value of intersectionality	12
Intergenerational transdisciplinary knowing toward stewarding the land of refuge: learning through the pandemic	11
Dramaturgical analysis of Boyle and Hobbes in developing NOS-based chemistry teaching materials for pre-service teachers	11
Unveiling the production of non-participation in the primary school science classroom	11
Putting science education in its place: the science question in social justice education	10
Looking back at “our science” and “our history”: an exploration of Korean preservice science teachers’ encounters with East Asian history of science	9
This is not a research article: an invitation to mobilize knowledge from the epistemological borderlands of social science	9
Exploring nature of criticality in high school science teaching: sociopolitical consciousness in multicultural science education	9
Borderlands in science	8
A cultural historical comparison of in-school and out-of-school STEM activity systems for African-American girls	8
Stepping into STS literature: Some implications for promoting socioecological justice through science education	8
Soul searching in science teaching: an exploration of critical teaching events through the lens of intersectionality	8
Formal rules and rules as reasoning-in-action: playing games with reality in science education	8

On the muckiness of science, ethics, and preservice teacher education: contemplating the (im)possibilities of a ‘right’-eous stance	7
(Re)defining expert in science instruction: a community-based science approach to teaching	7
Cultural identity central to Native American persistence in science	7
STEM learning as care work	7
100 years of gratitude: what I learned from Freire	7
Overcoming the discourse of science mistrust: how science education can be used to develop competent consumers and communicators of science information	7
Furthering the conversation: Wittgenstein, Gasparatou, philosophy of language, and science education	7
Instructions, commands, and coercive control: a critical discourse analysis of the textbook representation of the living cell	6
Correction to: Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning	6
The Anthropocene as we know it: posthumanism, science education and scientific literacy as a path to sustainability	6
The journey of a science teacher: preparing female students in the training future scientists after-school program	5
Mitigating the need for resiliency for Black girls: reimagining the cultural brokering through a lens of science as white property	5
The role of teacher support in students’ engagement with representational construction	5
Ideas, hopes, and fears: what young adults think about genome editing, nature, and society	5
Learning about the nature of science through the critical and reflective reading of news on the COVID-19 pandemic	5
Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning	5
The concept of alterity: its usage and its relevance for critical qualitative researchers in the era of Trump	5
Decolonial scientific education to combat ‘science for domination’	5
Radical care as a science and engineering education response to climate change	5
A Latina science teacher becoming a dialogic educator: “I’m okay being hated because somebody has to be strong”	4
Sociopolitical solidarity in STEM education: youth-centered relationships that resist learning as just achievement data	4
Unveiling the scientists and engineers in the Southern Appalachian community	4
How a marginalized student’s attempts to position himself as an accepted member are constrained or afforded in small-group argumentation	4
Funds of knowledge in Muslim culture in the southern border provinces of Thailand for culturally responsive physics education	4
The intersectional experience of Faith teaching science within an Afro-centric school model	4
Margin envy: looking at science education in Arizona from a STEM-ed state	4
Freirean inspirations in solidary internationalism between East Timor and Brazil in science education	4
How to understand and support marginalized students’ participation in a science classroom from the perspective of framing	4
Dwelling in borderlands: a conversation between two science teachers-researchers	4
Narratives of learning in a permacultural cooperative: some inspiring ideas for science education in the light of Freire's pedagogy	4
The argumentative shortcomings of educators’ efforts to talk about religion and science: mixed enthymemes in Understanding Science	4
“The freshness of irreverence”: learning from ACT UP toward sociopolitical action in science education	3
Re-imagining science education research toward a language for science perspective	3
Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism	3
Moving beyond student surveys and toward critical consciousness in science education	3
Seeing a science of her own: intersectionality in the age of denial	3
“For whom? By whom?”: critical perspectives of participation in ecological citizen science	3
Intentional scaffolding of advising, mentoring, and wise intervention programming in the 1st year experience promotes student resilience in the face of a global pandemic: a case study of STEM student	3
Studying children’s small science and early engineering learning process to help shape their cultural identity in culturally valued play-based experience	3
Stories of water: preschool children’s engagement with water purification	3
Intra-action analysis of emergent science phenomena: examining meaning-making with the more than human in science classrooms	3
The hegemony of English in science education in India: a case study exploring impact of teacher orientation in translating policy in practice	3
Gardener-becoming-tree, tree-becoming-gardener: growing-together as a metaphor for thinking about learning and development	3
What’s in a name? The use of induced perspective taking to inform arguments about the appropriateness of the term “Chinavirus” when talking about COVID-19	3
Responding to negative emotion in a pre-service mathematics classroom	3
Global challenges need attention now: educating humanity for wellness and sustainability	3
Treading carefully: the environment and political participation in science education	3
Beyond neat classifications: A case for the in-betweens	3
Black girls matter: A critical analysis of educational spaces and call for community-based programs	3
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	3

Science education in a world in crisis: contributions from the South to a defense of a cultural–historical approach in science teaching	3
Students' meaning-making in an open inquiry: two paths	3