Journal of Research in Science Teaching

Papers
(The H4-Index of Journal of Research in Science Teaching is 22. 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 2021-04-01 to 2025-04-01.)
ArticleCitations
57
Young children's translanguaging as emergent in and through open‐ended science pedagogies56
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves: Working with their multilingual assets and identities as future elementary science teachers44
43
Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness41
“Getting along” and “using evidence”: Elementary engineering as contentious practice35
STEM Teacher Characteristics and Mobility: Longitudinal Evidence From the American Midwest, 2010 Through 202335
Understandings entrenzados: A commentary33
Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity33
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context32
Effective Strategies for Learning and Teaching in Times of Science Denial and Disinformation26
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis25
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry25
25
“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?25
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework25
Guiding student transduction in elementary school astronomy24
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–201924
24
Engaging the racist science of human intelligence: Towards a more just science education future24
24
23
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi22
22
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