OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Research in Science Teaching is 25. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Issue Information	83
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?	79
Issue Information	71
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	56
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	45
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	42
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	41
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	40
	37
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum	36
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	34
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	33
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	32
“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	31
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	31
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	30
	30
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	30
	30
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	29
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	28
Infrastructural injustices in community‐driven afterschoolSTEAM	28
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers	28
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	26
Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects	26

Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	25
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	25