OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Research in Science Teaching is 8. 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 2021-06-01 to 2025-06-01.)

Article	Citations
Issue Information	66
Issue Information	57
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
“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
Rebuilding relations and countering erasure through community‐driven and owned science: A key tool to Inuit self‐determination and social transformations	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
	28
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
	25
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
Sensemaking as a goal of science education, abduction as a process of scientific sensemaking	23
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
Call for papers: Special issue: Learning and teaching in times of science denial and disinformation	20
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
Issue Information	20
Issue Information	19
Issue Information	19
	19
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
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
A Multimodal Interactive Framework for Science Assessment in the Era of Generative Artificial Intelligence	17
Issue Information	16
	16
Issue Information	16
	16
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
	12
	12
	12
Teaching science to transgress: Portraits of feminist praxis	11
Issue Information	11
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
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
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
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
	10
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

	10
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
	10
	10
	9
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research	9
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
Issue Information	9
Connected learning: An approach for teaching nature of science aspects and argumentation components	9
Issue Information	9
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
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
Issue Information	8
Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices	8
“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
	8