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 2021-04-01 to 2025-04-01.)

Article	Citations
Elements of Social Capital and Counterspace Processes Contribute to Undergraduate STEM Student Development of a Sense of Belonging	65
	48
A Call to Explicitly Name and Account for Power in Epistemic Agency Research	37
Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science	36
Issue Information	35
Learning by doing: A multi‐level analysis of the impact of citizen science education	35
Issue Information	34
Beginning with the end in mind: Meaningful and intentional endings to equitable partnerships in science education	32
Bridging Student Funds of Knowledge With Science Discourse: An Examination of the Organizational Context That Shaped Teachers' Sense of Agency for Instructional Change	28
Issue Information	26
Issue Information	25
Issue Information	25
	25
Meaningful participation of schools in scientific research through contributory citizen science projects	24
Dreaming of disability‐as‐possibility as a humanistic STEM education futurity	24
Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar	23
Praxis crisis and the trouble with science teacher education for emergent bilingual learners	22
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom	22
Justice‐centered community–university partnering: Core tenets of partnering for justice epistemology	22
Inclusive Dialog With Local Communities: Practices Among Professionals and the Battle for Equity and Public Engagement in Science Museums and Science Centers	22
	22
Critical climate awareness as a science education outcome	21
Course‐Based Teacher Professional Communities (With District and Union Support) at the Center of Three‐Dimensional Science Teaching	21
Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study	19
Studying the Implementation of Equity Projects in Science Education in Divisive Political Contexts	19

An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience	18
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners	18
Students' credibility criteria for evaluating scientific information: The case of climate change on social media	17
How preservice and in‐service elementary teachers engage student avatars in scientific argumentation within a simulated classroom environment	17
Family conversations about species change as support for children's developing understandings of evolution	16
Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools	16
Spatiotemporal relationships in science lessons: Building learning opportunities over time	15
“I think of it that way and it helps me understand”: Anthropomorphism in elementary students' mechanistic stories	14
Presenting a socio‐scientific issue in a science and technology museum: Effects on interest, knowledge and argument repertoire	14
Theorizing science‐civic practices: Youth adaptation and remixing of scientific numeracies within digital civic media	14
The reverse Matilda effect: Gender bias and the impact of highlighting the contributions of women to a STEM field on its perceived attractiveness	13
Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices	13
Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students	13
“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark	13
“Trotula” is not an example of the Matilda effect: On correcting scholarly myths and engaging with professional history: A response to Malecki et al. 2024	12
Right but wrong: How students' mechanistic reasoning and conceptual understandings shift when designing agent‐based models using data	12
“Quite ironic that even I became a natural scientist”: Students' imagined identity trajectories in the Figured World of Higher Education Biology	11
“Courageous self‐examination and radical STEM overhaul”: Fostering a racially just STEM education through Black, Brown, Bruised	11
Teachers' ability to diagnose and deal with alternative student conceptions of evolution	11
Characterizing pedagogical decision points in sense‐making conversations motivated by scientific uncertainty	11
Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage	11
Talking through the “messy middle” of partnerships in science education	11
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	10
Embodied cognition through participatory simulation and mathematical description: Supporting mechanistic reasoning and explanation	10
“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences	10
Humanistic school science: Research, policy, politics and classrooms	10
Cross‐sectional study of students' molecular explanations of inheritance patterns	10
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning	9
Transformative Climate and Environmental Education for a Just Future	9
Representations of science content in a primary classroom: Combining long and short timescales for multimodal analysis	9
Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers	8
Family values, parent roles, and life challenges: Parent reflections on the factors shaping long‐term interest development for young children and their families participating in an early childhood eng	8
Talk moves as pedagogical tools for eliciting and working with student ideas in an undergraduate general biology laboratory	8
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom	7
Modeling Student Negotiation of Assessment‐Related Epistemological Messages in a College Science Course	7
Not the only novice in the room: Partnerships and belongingness in a research immersion program	7
“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners	7
How has Science Education changed over the last 100 years? An analysis using natural language processing	7
Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education	7
Practical measures of science teacher learning: Conceptualizing organizational functions and affordances	7
	7
Periodicity and change: Talking about time inside the planetarium dome	7
	6
Emotional Configurations of White Shame and White Ambivalence for White Interns in a Secondary Science Teaching Program	6
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science	6
Exploring how museums can support science teacher leaders as boundary spanners	6
	6
	6
Professional Vision of Preservice and In‐Service Biology Teachers: Tacit Knowledge About Teaching and Learning in Relation to Student Conceptions in Evolution Lessons	6
Science Education is civics education	6

Mentoring science educators for equity‐centered futures	6
Joining the campaign to center justice‐oriented theory and practice in science education	6
Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk	5
STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis	5
Learning to become ignorant: Improving the quality of epistemic knowledge in science education	5
The reification of identity narratives in teacher–student discourse during an inquiry project	5
Complex pathways within nested systems: Exploring approaches to centering equity in peer review	5
Scientific argumentation and responsive teaching: Using dialog to teach science in three middle‐school classrooms	5
Misfits or misrecognition? Exploring STEMM degree students' concerns about non‐completion	5
Children's exposure to STEM instruction in preschool and how they respond to it	5
Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling	5
Science education with multilingual learners: Equity as access and equity as transformation	5
Structures of becoming: The who, what, and how of holistic science advising	5
Advancing multimedia learning for science: Comparing the effect of virtual versus physical models on student learning about stereochemistry	5
Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach	5