OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Research in Science Teaching is 23. 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 2021-06-01 to 2025-06-01.)

Article	Citations
Issue Information	66
Issue Information	57
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	50
Are there any “science people” in undergraduate health science courses? Assessing science identity among pre‐nursing and pre‐allied health students in a community college setting	47
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	47
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	39
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	38
“It is what it is”: Using Storied‐Identity and intersectionality lenses to understand the trajectory of a young Black woman's science and math identities	35
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	35
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	32
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	32
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	30
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers	28
	28
Infrastructural injustices in community‐driven afterschoolSTEAM	26
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	26
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	26
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	25
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	25
	25
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	24
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	24
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	24
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	23
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	23

Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects