OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research in Science Teaching is 9. 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 2021-09-01 to 2025-09-01.)

Article	Citations
Issue Information	77
Issue Information	70
Exploring new depths: Applying machine learning for the analysis of student argumentation in chemistry	63
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	52
A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019	43
Instructor recommendations for student learning strategies and metacognition: An analysis of undergraduate biology syllabi	39
High school students' out‐of‐school science participation: A latent class analysis and unique associations with science aspirations and achievement	38
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry?	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	33
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	33
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom	32
Culturally Relevant Pedagogy in Practice: A Case Study of a Teacher's Divergence From Large‐Scale Science Curriculum	31
Examining key capitals contributing to students' science‐related career expectations and their relationship patterns: A machine learning approach	29
Qualitatively recognizing the dimensions of student environmental identity development within the classroom context	29
Infrastructural injustices in community‐driven afterschoolSTEAM	28
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Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning	28
Including teachers in the social justice equation of project‐based learning: A response to Lee & Grapin	28
Going beyond #RetireELL: A call for anti‐colonial approaches to languages in STEM education	27
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development	27
Portraying secondary science teacher retention with the person‐position framework: An analysis of a state cohort of first‐year science teachers	26
Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study	25
Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects	24
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study	23

Experiences of marginalized women pursuing doctoral degrees in chemistry: The critical role of recognition	22
Issue Information	22
Good intentions are not enough: A case study uncovering perpetuation of internalized and interpersonal oppression in middle schoolSTEMclassrooms	22
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	22
Issue Information	20
Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective	20
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Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	20
Issue Information	20
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution	20
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning	19
Factors affecting students' learning from a design‐based implementation research project in diverse education systems	19
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	19
Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills	19
Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context	19
How do digital textbook platforms promote active learning in undergraduate biology courses?	18
Embracing equity and excellence while constructing science teacher identities in urban schools: Voices of new Teachers of Color	18
Issue Information	17
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Teaching and learning floating and sinking: A meta‐analysis	15
Exploring science teaching in interaction at the instructional core	15
Science teachers in research labs: Expanding conceptions of social dialogic dimensions of scientific argumentation	15
Do we have the capacity? The policy imperative for equity‐focused K‐12 computer science education	15
A site of radical possibilities: Examining how a multigenerational counterspace promotedSTEMpersistence among undergraduate Women of Color	14
Experimenting at an outreach science lab versus at school—Differences in students' basic need satisfaction, intrinsic motivation, and flow experience	14
Being a physicist: Gendered identity negotiations on the pathways to becoming an elite female physicist in the United Kingdom	14
The glue that makes it “hang together”: A framework for identifying how metadiscourse facilitates uncertainty navigation during knowledge building discussions	13
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions	13
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Causal‐mechanical explanations in biology: Applying automated assessment for personalized learning in the science classroom	13
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Using computational essays to foster disciplinary epistemic agency in undergraduate science	13
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments	13
Issue Information	13
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A hypothetico‐deductive theory of science and learning	12
Responsive instructional design for students' epistemic agency: Documenting episodes of principled improvisation in storyline enactment	12
Countering science as White property through linguistic justice	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
Teaching and learning about respiratory infectious diseases: A scoping review of interventions in K‐12 education	12
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
Using automated analysis to assess middle school students' competence with scientific argumentation	11
Issue Information	11
Students' situational engagement profiles in formal and informal science learning environments	11
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	11

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Applying machine learning to automatically assess scientific models	11
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Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness	11
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“I see myself as a STEM person”: Exploring high school students' self‐identification with STEM	10
Issue Information	10
TRANSforming language use in science education through trans and queer studies	10
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis	10
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Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	10
Examining models constructed by kindergarten children	10
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis	10
Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances	10
STEM Education With a Focus on Equity and Justice: Traditional Approaches, Contemporary Approaches, and Proposed Future Approach	9
High school biology teachers’ integration of computational thinking into data practices to support student investigations	9
Issue Information	9
The role of equitable classroom cultures for supporting interest in science	9
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning	9
Connected learning: An approach for teaching nature of science aspects and argumentation components	9
Issue Information	9
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	9