OOIR: Observatory of International Research

Papers

(The TQCC of Science Education is 5. 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 2021-05-01 to 2025-05-01.)

Article	Citations
“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences	67
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study	48
“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark	40
Cross‐sectional study of students' molecular explanations of inheritance patterns	40
	39
Teachers' ability to diagnose and deal with alternative student conceptions of evolution	38
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom	38
Transformative Climate and Environmental Education for a Just Future	33
	31
Complex pathways within nested systems: Exploring approaches to centering equity in peer review	29
Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling	28
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science	28
School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged	27
A case study of science teachers' goal conflicts arising when integrating engineering into science classes	26
Issue Information	26
Passive elementary student's constructed epistemic emotions and patterns of participation during small group scientific modeling	25
Diversifying computer science: An examination of the potential influences of women‐in‐computing groups	25
	24
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning	24
Humanistic science education: Updating our collective consciousness and offering fresh consideration	23
The Emotional Valence of Hyperrationality in STEM Learning: Reinscriptions and Contestations of Coloniality	23
The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks	22
Student reasonings and cognitive biases in climate change predictions	22
Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research	20
vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI	19

Issue Information	19
Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice	19
Science class as clinic: Why histories of segregated instruction matter for health equity reforms today	19
A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit	18
Teacher positioning within the figured world(s) of urban school science	18
	17
Preservice science teachers' sociopolitical consciousness: Analyzing descriptions of culturally relevant science teaching and students	16
Young children co‐constructing science: The importance of their families and cultural communities	16
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning	16
Naturalizing the Nature of Science: A response to and acknowledgement of Klopfer & Aikenhead	16
Issue Information	14
Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change	14
Commentary—misconceiving merit: Paradoxes of excellence and devotion in academic science and engineering	14
Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry	13
Advancing a Comprehensive Equity Centered Theory of STEM Doctoral Persistence: A Small‐Scale Qualitative Exploration of Critical Capital Theory	13
Leveraging purposes and values to motivate and negotiate reform	13
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking	12
Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership	12
Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development	12
Examining the effect of early STEM experiences as a form of STEM capital and identity capital on STEM identity: A gender study	12
Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework	12
Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect	11
	11
Issue Information	11
Physics curriculum in upper secondary schools: What leading physicists want	10
“That's Just Gonna Make Them Upset”: Youth Authoring Emerging Epistemic Ideals Through Rightful Presence	10
	10
Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self‐Efficacy and Expanding Perceptions of Science in Emerging Adult Learners	10
Issue Information	9
Equity‐centered science education: The origin story of this special issue	9
A Review of Research on Engineering in K‐12 Science Education	9
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data	9
Humanistic school science: Research, policy, politics and classrooms	8
Students' credibility criteria for evaluating scientific information: The case of climate change on social media	8
What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19	8
Spatiotemporal relationships in science lessons: Building learning opportunities over time	7
An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience	7
How has Science Education changed over the last 100 years? An analysis using natural language processing	7
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning	7
Meaningful participation of schools in scientific research through contributory citizen science projects	7
Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging	7
Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers	7
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom	7
“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners	7
The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity	6
Periodicity and change: Talking about time inside the planetarium dome	6
Negotiating mentoring relationships and support for Black and Brown early‐career faculty	6
Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage	6
Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar	6
Exploring how museums can support science teacher leaders as boundary spanners	6

Science education with multilingual learners: Equity as access and equity as transformation	6
Learning by doing: A multi‐level analysis of the impact of citizen science education	6
	6
Rolling balls or trapping ions? How students relate models to real‐world phenomena in the physics laboratory	6
Children's exposure to STEM instruction in preschool and how they respond to it	6
Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach	5
Affective Contradictions and Narratives of Change: A Critical, Cultural‐Historical Approach to Hope and Action in Education for Sustainability	5
Recontextualization in Multilingual Science Teacher Professional Learning	5
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice	5
A critical race theory analysis of STEM schools in an urban school district	5
“Everyone's Struggling:” Coping With Institutionalized Hierarchies of Competence Through Emotional Resonance	5
A review of Mark Windschitl's Teaching Climate Change	5
Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness	5
The role of collective sensemaking and science curriculum development within a research–practice partnership	5
Uncovering Emotion in Youth Digital Civic Participation Around Climate Change: Entanglements of Fear, Despair, and Anger in Civic Practice	5
Review of the double bind in physics education	5
	5
Affective Politics of Belonging to STEM: Some Conceptual and Methodological Considerations	5
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach	5
The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review	5
Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality	5
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science	5