OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research in Science Teaching is 7. 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 2021-04-01 to 2025-04-01.)

Article	Citations
	57
Young children's translanguaging as emergent in and through open‐ended science pedagogies	56
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves: Working with their multilingual assets and identities as future elementary science teachers	44
	43
Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	41
“Getting along” and “using evidence”: Elementary engineering as contentious practice	35
STEM Teacher Characteristics and Mobility: Longitudinal Evidence From the American Midwest, 2010 Through 2023	35
Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity	33
Understandings entrenzados: A commentary	33
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	32
Effective Strategies for Learning and Teaching in Times of Science Denial and Disinformation	26
Characterizing conceptual understanding during design‐based learning: Analyzing students' design talk and drawings using the chemical thinking framework	25
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	25
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	25
	25
“So, we kind of started from scratch, no pun intended”: What can students learn from designing games?	25
Engaging the racist science of human intelligence: Towards a more just science education future	24
	24
Guiding student transduction in elementary school astronomy	24
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	24
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	22
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	22
	21

Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas	21
	20
What affects the continued learning about energy? Evidence from a 4‐year longitudinal study	20
Issue Information	20
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Issue Information	19
Unpacking the connections between 8th graders' climate literacy and epistemic cognition	18
Toward decolonizingSTEM: Centering place and sense of place forcommunity‐based problem‐solving	18
Justice‐centered STEM education with multilingual learners to address societal challenges: A conceptual framework	18
Issue Information	17
Effect of design‐based learning on achievement in K‐12 education: A meta‐analysis	17
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	17
The culturally responsive science teaching practices of undergraduate biology teaching assistants	17
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	16
Issue Information	15
Effectiveness of conceptual change strategies in science education: A meta‐analysis	15
Designing a framework for teachers' integration of computational thinking into elementary science	15
To know about science is to love it? Unraveling cause–effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology	15
Effectiveness of inquiry‐based science laboratories for improving teamwork and problem‐solving skills and attitudes	15
The interplay between students' motivational profiles and science learning	15
Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees	15
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	14
Open for whom? The need to define open science for science education	14
Secondary science teachers' conceptualizations and modifications to support equitable participation in a co‐designed computational thinking lesson	13
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	13
Asset and deficit discourses of student ideas in science formative assessment co‐design	13
A structural model of student experiences in a career‐forward chemistry laboratory curriculum	12
Issue Information	11
Promoting teachers' advocacy and agency for equity in STEM education through research and reflection	11
How stereotypes and relationships influence women and underrepresented minority students' fit in engineering	11
Investigating the dimensions of modeling competence among preservice science teachers: Meta‐modeling knowledge, modeling practice, and modeling product	11
Students' situational engagement profiles in formal and informal science learning environments	11
A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?	11
Middle school students' use of the energy concept to engage in new learning: What ideas matter?	11
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching	11
Validity aspects in measuring evolution acceptance: Evidence from surveys of preservice biology teachers and creationists	11
“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	10
Using automated analysis to assess middle school students' competence with scientific argumentation	10
Preparing students for the modern information landscape and navigating science–technology–society issues	10
Adolescents' Perceived Opportunities for Creative Thinking, Creative Thinking Competency Belief and Career Interest in STEM: Joint Consideration of Situated Expectancy‐Value Beliefs and Gen	10
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	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
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	9
Science teachers' beliefs about teaching and learning related to content and procedural goals	9
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers	9
AI and formative assessment: The train has left the station	9
Issue Information	9
Examining models constructed by kindergarten children	9
	9

Issue Information	9
Tools for Learning—Promoting Reflection for Student Teachers' Development of PCK	9
	8
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	8
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Issue Information	8
“We are sorry to inform you…”—The effects of early elimination on science competition participants’ career aspirations	8
Prioritizing emotion objects in making sense of student learning of socioscientific issues	8
Djaji Mahsheye,Moghrabeye, andLabaneh: Making science relevant	8
Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	8
Learning with multiple external representations in physics: Concreteness fading versus simultaneous presentation	8
Issue Information	8
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	7
	7
The impact of Geospatial Inquiry lessons on student interest in science and technology careers	7
African American Language in science education: A translanguaging perspective	7
#Resilience is not enough for Black women in STEM: Counterstories of two young Black women becoming a STEM person	7
Issue Information	7
Infrastructural injustices in community‐driven afterschoolSTEAM	7
Syrian refugee youths' science learning in a “dialogic” third space: Pushing boundaries in the Lebanese educational system through translanguaging	7
Savviness of sixth graders: Student perspectives about translanguaging during science formative assessment	7
Connected learning: An approach for teaching nature of science aspects and argumentation components	7
Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course	7
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	7
TRANSforming language use in science education through trans and queer studies	7
The sense that we're invisible: A longitudinal analysis of diverse women's experiences with structural violence in biomedical doctoral programs	7