Journal of Research in Science Teaching

Article	Citations
Issue Information	66
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Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	50
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	47
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
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
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	35
“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
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
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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
Infrastructural injustices in community‐driven afterschoolSTEAM	26
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	25
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Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	25
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
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	24
Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects	23
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
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	20
Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	20
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Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	20
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Factors affecting students' learning from a design‐based implementation research project in diverse education systems	18
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	18
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	18
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	18
How do digital textbook platforms promote active learning in undergraduate biology courses?	18
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	18
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	17
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Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom	15
The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	15
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education	15
Harmonious or disjointed?: Epistemological framing and its role in an integrated science and engineering activity	15
Exploring science teaching in interaction at the instructional core	15
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	14
Teaching and learning floating and sinking: A meta‐analysis	14
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	14
Professional development to support principals' vision of science instruction: Building from their prior experiences to support the science practices	14
Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	13
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	13
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	13
Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation	13
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Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	11
A hypothetico‐deductive theory of science and learning	11
Using computational essays to foster disciplinary epistemic agency in undergraduate science	11
Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	11
Teaching science to transgress: Portraits of feminist praxis	11
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Incorporating an engineering context into science learning: The effects of task context and response structuring on science understanding and investigation behaviors in a simulation	11
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	10
Students' situational engagement profiles in formal and informal science learning environments	10
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Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	10
Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	10
Countering science as White property through linguistic justice	10
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Using automated analysis to assess middle school students' competence with scientific argumentation	10

“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	10
Science education for and as resiliency through indoor agriculture	10
Applying machine learning to automatically assess scientific models	10
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Engaging the racist science of human intelligence: Towards a more just science education future	10
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	10
TRANSforming language use in science education through trans and queer studies	9
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	9
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Connected learning: An approach for teaching nature of science aspects and argumentation components	9
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Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	9
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	9
Examining models constructed by kindergarten children	9
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Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	9
“I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors	8
Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model	8
The role of equitable classroom cultures for supporting interest in science	8
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	8
High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective	8
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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	8
High school biology teachers’ integration of computational thinking into data practices to support student investigations	8
A methodology to analyze students' intertwined speech and drawings—Aesthetic experiences in science education	8
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Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	8
“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms	7
Constructing STEM identity: An expanded structural model for STEM identity research	7
Exploring science teachers' efforts to frame phenomena in the community	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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Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum	7
The role of achievement goals in productive collaborative argumentation	7
Call for papers: Journal of Research in Science Teaching—Special issue on “Examining translanguaging in science and engineering education research”	7
Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM	7
Science at the center: Meaningful science learning in a preschool classroom	7
The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers	7
Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education	7
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The effectiveness of an integratedSTEMcurriculum unit on middle school students' life science learning	6
Predicting undergraduate career goal change in aresearch‐intensivecommunity	6
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Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas	6
Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study	6
The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers	6
Transformative experience in an informal science learning program about climate change	6
Understandings entrenzados: A commentary	6
Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study	6
Examining science teachers' engagement in professional development: A multimodal situated perspective	6
Masculinized discourses of STEM interest, performance, and competence that shape university STEM students' recognition of a “STEM person”	6
“I got to see, and I got to be a part of it”: How cued gesturing facilitates middle‐school students' explanatory modeling of thermal conduction	6
Toward a system of gesture–speech relations in elementary science teaching	6
Open for whom? The need to define open science for science education	6
Students' awareness and conceptions of science‐related communication mechanisms on social media	5
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Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies	5
People who have more science education rely less on misinformation—Even if they do not necessarily follow the health recommendations	5
A structural model of student experiences in a career‐forward chemistry laboratory curriculum	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
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Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students	5
The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists	5
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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?	5
Instructional practices in secondary science: How teachers achieve local and standards‐based success	5
Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non‐Hierarchical Analyses?	5
Exploring the predictiveness of curiosity and interest in science learning in and after class	5
“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers	4
Bias, bias everywhere: A response to Li et al. and Zhai and Nehm	4
Leading instructional improvement in elementary science: State science coordinators' sense‐making about the Next Generation Science Standards	4
White shame and white ambivalence in learning to be a well‐started White anti‐racist science teacher	4
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Isolation, resilience, and faith: Experiences of Black Christian students in biology graduate programs	4
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Translanguaging practices in global K‐12 science education settings: A systematic literature review	4
Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis	4
Teacher curricular sensemaking: Revealing salient moments of a science teacher's (un)certainty in relation to opportunities for students' scientific sensemaking	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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Translingual negotiation in mixed‐gender communication: An analysis of the interactions in research group meetings in engineering	4
Using technology‐mediated inquiry to help young learners reimagine the visible world through simple particle models	4
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Developing and validating an Next Generation Science Standards‐aligned construct map for chemical bonding from the energy and force perspective	4
Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit	4
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Students' engagement with Socioscientific issues: Use of sources of knowledge and attitudes	3
Epistemic networks and the social nature of public engagement with science	3
Paths into and out of STEM fields: A qualitative study of women and students of color at a predominately white institution	3
Science students' social bonds and knowledge construction	3
Investigating science teacher educator identity through the politics of domestication and critical positional praxis	3
Elementary Students' Metacognitive Knowledge of Epistemic Criteria	3
Narrating science: Can it benefit science learning, and how? A theoretical review	3
Combining debates and reflective activities to develop students' argumentation on socioscientific issues	3
Student and advisor gender identity in STEM doctoral programs: Examining longitudinal and mediating effects with latent growth models	3
Issue Information	3
Motivational outcomes of the science outreach lab S'Cool LAB at CERN: A multilevel analysis	3
The decision is in the details: Justifying decisions about socioscientific issues	3
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices	3
Sources of gender differences in competency beliefs and retention in an introductorypremedicalscience course	3
Beyond assessing knowledge about models and modeling: Moving toward expansive, meaningful, and equitable modeling practice	3
Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study	3
STEM Teacher Characteristics and Mobility: Longitudinal Evidence From the American Midwest, 2010 Through 2023	2
Development of VAScoR: A rubric to qualify and score responses to the views of nature of science (VNOS) questionnaire	2
Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis	2
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework	2
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AI and formative assessment: The train has left the station	2
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching	2
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Unveiling effectiveness: A meta‐analysis of professional development programs in science education	2
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development	2
“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?	2
African American Language in science education: A translanguaging perspective	2
“We are sorry to inform you…”—The effects of early elimination on science competition participants’ career aspirations	2
Unpacking the connections between 8th graders' climate literacy and epistemic cognition	2
Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity	2
Computational Thinking for Science: Positioning coding as a tool for doing science	2
Black men doctoral scientists and engineers persisting: Peer support and racism in science and engineering	2
Preparing students for the modern information landscape and navigating science–technology–society issues	2
Examining the relationship between disciplinary counterspaces for undergraduate women and sense of belonging: A physics exemplar	2
Learning Computational Thinking Through Unplugged Algorithmic Explanations of Natural Selection	2
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	2
A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?	2