Journal of Research in Science Teaching

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
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	30
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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
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	27
Infrastructural injustices in community‐driven afterschoolSTEAM	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

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Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	22
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	22
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	22
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	21
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Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	20
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“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	20
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	19
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	19
Issue Information	19
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	19
How do digital textbook platforms promote active learning in undergraduate biology courses?	19
Factors affecting students' learning from a design‐based implementation research project in diverse education systems	19
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Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education	17
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Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom	16
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	16
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	16
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	15
The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	15
Exploring science teaching in interaction at the instructional core	15
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	14
Teaching and learning floating and sinking: A meta‐analysis	14
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Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	13
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Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation	13
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	12
Incorporating an engineering context into science learning: The effects of task context and response structuring on science understanding and investigation behaviors in a simulation	12
Using computational essays to foster disciplinary epistemic agency in undergraduate science	12
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A hypothetico‐deductive theory of science and learning	12
Countering science as White property through linguistic justice	12
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Teaching science to transgress: Portraits of feminist praxis	11
Applying machine learning to automatically assess scientific models	11
“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	11
Science education for and as resiliency through indoor agriculture	11
Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	11
Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	11
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Engaging the racist science of human intelligence: Towards a more just science education future	11
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Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	11
A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning	10
TRANSforming language use in science education through trans and queer studies	10
Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	10
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	10
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	10
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	10
Using automated analysis to assess middle school students' competence with scientific argumentation	10
Examining models constructed by kindergarten children	10
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Connected learning: An approach for teaching nature of science aspects and argumentation components	10
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Students' situational engagement profiles in formal and informal science learning environments	10
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach	9
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High school biology teachers’ integration of computational thinking into data practices to support student investigations	9
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	9
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	9
Issue Information	9
I'm not giving up on you: Exploring the roles of politicized trust and critical agency in the Scratch coding trajectory of two Black boys	9
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	9
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	8
High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective	8
Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model	8
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A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education	8
“I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors	8
The role of equitable classroom cultures for supporting interest in science	8
“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms	8
Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM	8
Exploring science teachers' efforts to frame phenomena in the community	7
The role of achievement goals in productive collaborative argumentation	7
Science at the center: Meaningful science learning in a preschool classroom	7
Predicting undergraduate career goal change in aresearch‐intensivecommunity	7
Call for papers: Journal of Research in Science Teaching—Special issue on “Examining translanguaging in science and engineering education research”	7
Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education	7
Examining science teachers' engagement in professional development: A multimodal situated perspective	7
The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school	7
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The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers	7
Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum	7
Constructing STEM identity: An expanded structural model for STEM identity research	7
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The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers	6
The effectiveness of an integratedSTEMcurriculum unit on middle school students' life science learning	6
A structural model of student experiences in a career‐forward chemistry laboratory curriculum	6
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Making an impression: What do students who attended an informal evolution enrichment program in the sixth‐grade recall from the experience 3 years later?	6
Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study	6
Transformative experience in an informal science learning program about climate change	6
Understandings entrenzados: A commentary	6
Open for whom? The need to define open science for science education	6
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Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas	6
Toward a system of gesture–speech relations in elementary science teaching	6
Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study	6
Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”	6
Issue Information	6
The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists	6
Students' awareness and conceptions of science‐related communication mechanisms on social media	5
Translanguaging practices in global K‐12 science education settings: A systematic literature review	5
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Translingual negotiation in mixed‐gender communication: An analysis of the interactions in research group meetings in engineering	5
Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students	5
Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs	5
Issue Information	5
Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non‐Hierarchical Analyses?	5
Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective	5
Instructional practices in secondary science: How teachers achieve local and standards‐based success	5
Bias, bias everywhere: A response to Li et al. and Zhai and Nehm	5
“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers	5
Issue Information	5
People who have more science education rely less on misinformation—Even if they do not necessarily follow the health recommendations	5
Using technology‐mediated inquiry to help young learners reimagine the visible world through simple particle models	5
Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit	5
White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher	5

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Exploring the predictiveness of curiosity and interest in science learning in and after class	5
A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability	5
Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies	5
Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis	4
Issue Information	4
Combining debates and reflective activities to develop students' argumentation on socioscientific issues	4
Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes	4
Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards	4
The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists	4
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Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices	4
Narrating science: Can it benefit science learning, and how? A theoretical review	4
Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking	4
Supporting the Emergence of Science Capital in Minoritized Youth Through Guided Experiences as Facilitators of Science Outreach	4
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Paths into and out of STEM fields: A qualitative study of women and students of color at a predominately white institution	4
Investigating science teacher educator identity through the politics of domestication and critical positional praxis	4
Science students' social bonds and knowledge construction	3
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development	3
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework	3
Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis	3
Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering	3
Sources of gender differences in competency beliefs and retention in an introductorypremedicalscience course	3
Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis	3
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Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice	3
AI and formative assessment: The train has left the station	3
Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models	3
Epistemic networks and the social nature of public engagement with science	3
Elementary Students' Metacognitive Knowledge of Epistemic Criteria	3
Computational Thinking for Science: Positioning coding as a tool for doing science	3
Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire	3
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching	3
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	3
Unveiling effectiveness: A meta‐analysis of professional development programs in science education	3
Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study	3
The decision is in the details: Justifying decisions about socioscientific issues	3