OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research in Science Teaching is 10. 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 2021-10-01 to 2025-10-01.)

Article	Citations
Issue Information	79
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	78
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	64
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	53
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	43
Issue Information	40
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	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	34
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	34
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	33
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?	32
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	31
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum	30
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Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	29
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	28
Infrastructural injustices in community‐driven afterschoolSTEAM	28
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	28
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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	27
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	25
Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	24

Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects	24
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	24
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	24
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	23
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	22
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	22
Issue Information	22
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	22
Issue Information	21
Issue Information	20
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Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	20
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	20
How do digital textbook platforms promote active learning in undergraduate biology courses?	19
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	19
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	18
Factors affecting students' learning from a design‐based implementation research project in diverse education systems	18
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	17
Issue Information	17
Issue Information	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
Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	15
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	15
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Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education	15
Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation	14
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	14
Exploring science teaching in interaction at the instructional core	14
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	14
Teaching and learning floating and sinking: A meta‐analysis	14
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Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	14
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	13
Incorporating an engineering context into science learning: The effects of task context and response structuring on science understanding and investigation behaviors in a simulation	13
A hypothetico‐deductive theory of science and learning	13
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Countering science as White property through linguistic justice	13
Epistemological beliefs and values as predictors of preservice science teachers' environmental moral reasoning	13
Issue Information	13
Using computational essays to foster disciplinary epistemic agency in undergraduate science	13
Issue Information	13
Applying machine learning to automatically assess scientific models	12
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Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	12
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Students' situational engagement profiles in formal and informal science learning environments	12
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	11
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“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	11
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	11
Engaging the racist science of human intelligence: Towards a more just science education future	11
TRANSforming language use in science education through trans and queer studies	11
Connected learning: An approach for teaching nature of science aspects and argumentation components	11
Using automated analysis to assess middle school students' competence with scientific argumentation	11
Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	11
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach	11
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	11
Issue Information	11
A Longitudinal Study Examining the Role of Generative Laboratory Environments in the Utilization of Argument, Representation, and Reasoning	11
Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	11
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	10
Issue Information	10
Epistemic orientation toward teaching science for knowledge generation: Conceptualization and validation of the construct	10
The role of equitable classroom cultures for supporting interest in science	10
Examining models constructed by kindergarten children	10
Issue Information	10