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 2021-10-01 to 2025-10-01.)

Article	Citations
“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark	62
	51
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom	40
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study	37
Teachers' ability to diagnose and deal with alternative student conceptions of evolution	32
Cross‐sectional study of students' molecular explanations of inheritance patterns	32
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together	31
The Importance of Science Education, Scientific Knowledge, and Evaluation Strategies for the Successful Detection of COVID‐19 Misinformation	30
Transformative Climate and Environmental Education for a Just Future	28
“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences	27
Issue Information	26
	25
Complex pathways within nested systems: Exploring approaches to centering equity in peer review	23
A case study of science teachers' goal conflicts arising when integrating engineering into science classes	21
A Study of Teacher Sensemaking About Productive Student Talk in Science Classrooms	20
School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged	19
Troubleshooting as an Inquiry Activity: Recognizing and Supporting the Mangle in the Classroom	19
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science	19
Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling	19
The characteristics of diagrams in scientific explanations: Multimodal integration of written and visual modes of representation in junior high school textbooks	18
Issue Information	18
Humanistic science education: Updating our collective consciousness and offering fresh consideration	18
Student reasonings and cognitive biases in climate change predictions	17
	17
Diversifying computer science: An examination of the potential influences of women‐in‐computing groups	17

The Uses of Hopelessness: A Response to Røkenes and Jornet	16
The Emotional Valence of Hyperrationality in STEM Learning: Reinscriptions and Contestations of Coloniality	15
Issue Information	14
Teacher positioning within the figured world(s) of urban school science	13
Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research	13
Arguing about argument and evidence: Disagreements and ambiguities in science education research and practice	13
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	13
Using the Lenses of Organizational Culture and Climate for Research on Science Teacher Professional Learning	12
Young children co‐constructing science: The importance of their families and cultural communities	12
Science class as clinic: Why histories of segregated instruction matter for health equity reforms today	12
	12
vAIR—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI	11
Naturalizing the Nature of Science: A response to and acknowledgement of Klopfer & Aikenhead	11
Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change	11
Advancing a Comprehensive Equity Centered Theory of STEM Doctoral Persistence: A Small‐Scale Qualitative Exploration of Critical Capital Theory	10
Commentary—misconceiving merit: Paradoxes of excellence and devotion in academic science and engineering	10
Leveraging purposes and values to motivate and negotiate reform	10
Nigerian teachers' self‐reported climate science literacy and expressed training needs on climate change concepts: Prospects of job‐embedded situative professional development	10
Issue Information	10
Organizational sensemaking during curriculum implementation: The dilemma of agency, role of collaboration, and importance of discipline‐specific leadership	10
Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework	10
Secondary school students' responses to epistemic uncertainty during an ecological citizen science inquiry	9
	9
Navigating the complexities of student understanding: Exploring the coherency of students' conceptions about the greenhouse effect	9
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking	9
Issue Information	9
Physics curriculum in upper secondary schools: What leading physicists want	9
Virtuality, Solidarity and Possibility: A Response to Paré	9
“Moving Beyond Research to Abolish and Replace Harmful Systems: A Response to Zhang and Kuo”	9
A Review of Research on Engineering in K‐12 Science Education	9
Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar	8
Issue Information	8
Equity‐centered science education: The origin story of this special issue	8
“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners	8
“That's Just Gonna Make Them Upset”: Youth Authoring Emerging Epistemic Ideals Through Rightful Presence	8
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom	8
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data	8
Cultivating Confidence: The Potential of Science Museum Visits in Boosting Science Self‐Efficacy and Expanding Perceptions of Science in Emerging Adult Learners	8
Meaningful participation of schools in scientific research through contributory citizen science projects	7
Spatiotemporal relationships in science lessons: Building learning opportunities over time	7
Attending to Hyperrationality as Unraveling Coloniality in Science Education: A Response to Davis and Philip	7
The Relationship Between Black Girls' Perceptions of Their STEM Teachers and Their STEM Identity	7
Humanistic school science: Research, policy, politics and classrooms	7
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning	7
Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging	7
“It Looks as if They Threw the Entire Periodic Table Into the River”: A Decolonial Perspective for Chemistry Education in the Context of Environmental Injustices	7
What is the Point of Empathy? A Call for Critical Empathy in Noticing Emotions for Equity in Response to Patterson Williams and Sheth	7
Learning by doing: A multi‐level analysis of the impact of citizen science education	6
Students' credibility criteria for evaluating scientific information: The case of climate change on social media	6
Rolling balls or trapping ions? How students relate models to real‐world phenomena in the physics laboratory	6

Science education with multilingual learners: Equity as access and equity as transformation	6
Review of the double bind in physics education	6
Negotiating mentoring relationships and support for Black and Brown early‐career faculty	6
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	6
	6
Exploring how museums can support science teacher leaders as boundary spanners	6
Establishing a Model for Serious Science Game Design for Elementary Learners: A Longitudinal, Mixed Methods Study of Serious Game Design Mechanics That Facilitate Science Learning	6
Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach	6
Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers	6
Children's exposure to STEM instruction in preschool and how they respond to it	6
Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage	6
A critical race theory analysis of STEM schools in an urban school district	6
Uncovering Emotion in Youth Digital Civic Participation Around Climate Change: Entanglements of Fear, Despair, and Anger in Civic Practice	6
Reorienting Toward LGBTQ+ Belonging in Science, Technology, Engineering, and Mathematics by Feeling and Thinking With a Queer and Nonbinary Person in Virtual Reality	5
Within the walls of the classroom: How science teachers' instruction can develop students' sociopolitical consciousness	5
“Everyone's Struggling:” Coping With Institutionalized Hierarchies of Competence Through Emotional Resonance	5
Affective Politics of Belonging to STEM: Some Conceptual and Methodological Considerations	5
Affective Contradictions and Narratives of Change: A Critical, Cultural‐Historical Approach to Hope and Action in Education for Sustainability	5
Exploring factors that impact physical science doctoral student role identities through a multiple case study approach	5
Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice	5
Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation: A Boundary Crossing Approach	5
A Call to Reimagine Science Formative Assessment Systems Through Translanguaging	5
A review of Mark Windschitl's Teaching Climate Change	5
Critical Imagination for Transformative Agency: Pedagogies for Science Teacher Education	5
Middle School Students' Application of Science Learning From Physical Versus Virtual Labs to New Contexts	5
Learning to Attune and Revise: A Response to Silvis, Clarke‐Midura, Lee, and Shumway	5
The Landscape of Research on Contextualized Science Learning: A Bibliometric Network Review	5
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science	5
Recontextualization in Multilingual Science Teacher Professional Learning	5
Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction	5
	5