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 2021-08-01 to 2025-08-01.)

Article	Citations
Issue Information	71
Issue Information	69
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	58
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	51
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	43
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	42
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	37
“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	36
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	36
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	33
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	31
	30
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	30
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	28
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	28
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	28
	28
Infrastructural injustices in community‐driven afterschoolSTEAM	27
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	27
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers	26
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	26
Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects	26
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	25
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	25
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	25