OOIR: Observatory of International Research

Papers

(The TQCC of Science Education is 6. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Can science literacy help individuals identify misinformation in everyday life?	65
The trouble with STEAM and why we use it anyway	62
“Estoy Explorando Science”: Emergent bilingual students problematizing electrical phenomena through translanguaging	47
Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement	36
Recognition and operationalization of Future‐Scaffolding Skills: Results from an empirical study of a teaching–learning module on climate change and futures thinking	33
Impact of place‐based socioscientific issues instruction on students' contextualization of socioscientific orientations	30
Asian American women in STEM in the lab with “White Men Named John”	30
Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments	30
Acting with epistemic agency: Characterizing student critique during argumentation discussions	30
The STEM grading penalty: An alternative to the “leaky pipeline” hypothesis	29
How has Science Education changed over the last 100 years? An analysis using natural language processing	28
Emotions in the doing of science: Exploring epistemic affect in elementary teachers' science research experiences	24
Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs	23
Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study	22
Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers	21
STEM teacher agency: A case study of initiating and implementing curricular reform	20
“You could like science and not be a science person”: Black girls' negotiation of space and identity in science	20
Redesign or relabel? How a commercial curriculum and its implementation oversimplify key features of the NGSS	20
“If We Don't Have Diversity, There's No Future to See”: High‐school students' perceptions of race and gender representation in STEM	20
The potential of “civic science education”: Theory, research, practice, and uncertainties	19
Investigating underrepresented and first‐generation college students' science and math motivational beliefs: A nationally representative study using latent profile analysis	18
Factors that foster and deter STEM professional development among teachers	17
Measuring epistemologies in science learning and teaching: A systematic review of the literature	17
The lost moral purpose of science education	16
Intergroup dialogue: A justice‐centered pedagogy to address gender inequity in STEM	15

Pathways of interest and participation: How STEM‐interested youth navigate a learning ecosystem	15
Finding the place of argumentation in science education: Epistemics and Whole Science	14
An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience	14
“The Awe is In the Process”: The nature and impact of professional scientists' experiences of awe	14
Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty	14
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning	14
Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula	13
Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies	13
Are students in Italy really disinterested in science? A person‐centered approach using the PISA 2015 data	12
A closer look at US schools: What characteristics are associated with scientific literacy? A multivariate multilevel analysis using PISA 2015	12
Industry, science education, and teacher agency: A discourse analysis of teachers' evaluations of industry‐produced teaching resources	12
Rubbing elbows with them: Building capacity in STEM through science and engineering fairs	12
The tension between pattern‐seeking and mechanistic reasoning in explanation construction: A case from Chinese elementary science classroom	12
Who's who: How “women of color” are (or are not) represented in STEM education research	12
Determinants of Black families’ access to a community‐based STEM program: A latent class analysis	12
Plan‐Draw‐Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation	11
Contextualizing technology: Between gender pluralization and class reproduction	11
Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk	11
The role of collective sensemaking and science curriculum development within a research–practice partnership	11
Teachers' ability to diagnose and deal with alternative student conceptions of evolution	11
Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students	10
Toward socially just science teaching through professional development: The science teacher identity development and agency of two elementary Teachers of Color	10
Emotion, place, and practice: Exploring the interplay in children's engagement in ecologists' sampling practices	10
Examining micro‐change within and among science teachers' identities: A multiple case study	10
Humanistic science education: The history of science and other relevant contexts	10
Epistemic agency for costructuring expansive knowledge‐building practices	10
Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage	10
Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school	9
Broadening a nature of science conceptualization: Using school biology textbooks to differentiate the family resemblance approach	9
Leveraging curricular and students' resources to instigate and sustain problematizing	9
Advancing multimedia learning for science: Comparing the effect of virtual versus physical models on student learning about stereochemistry	9
Multidimensional trajectories for understanding ecosystems	9
The cognitive and affective roles of learning assistants in science, technology, engineering, and mathematics college classrooms: An exploration of classroom experiences and students' metacognitive aw	8
Ten competencies for the science misinformation crisis	8
Science education in an age of misinformation	8
Science faculty conceptions of equity and their association to teaching practices	8
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom	8
Ideology in the mirror: A loving (self) critique of our equity and social justice efforts in STEM education	7
Passive elementary student's constructed epistemic emotions and patterns of participation during small group scientific modeling	7
How conceptual blends support sensemaking: A case study from introductory physics	7
Science practice‐readiness: Novice elementary teachers' developing knowledge of science practices	7
Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations	7
The role of interest in climate change instruction	7
Undergraduate biology students' model‐based reasoning in the laboratory: Exploring the role of drawings, talk, and gestures	6
Promoting equity in the peer review process of journal publication	6
Families' experiments and conversations at an open‐ended exhibit in a science museum: Individual characteristics and the influence of minimal guidance strategies	6
Telling the energy story: Design and results of a new curriculum for energy in upper elementary school	6
Negotiating mentoring relationships and support for Black and Brown early‐career faculty	6
Moving past postcolonial hybrid spaces: How Buddhist monks make meaning of biology	6
Embodied interactions in a science museum	6