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
Making Argumentation-Based Learning and Teaching Happen: Exploring the Development of Pre-Service Science Teachers’ Argumentation Competencies	135
Reasoning in the Era of COVID-19 Pandemic	102
Preschool Teachers’ Argumentation on Socioscientific Issues Scenarios	88
Engineering in grades 1–9 science education standards from China	82
Using the Predict–Observe–Explain (POE) Strategy in Enhancing Student’s Conceptual Understanding the Energy Conservation Law	39
A Conversation with Michael Matthews	29
Philosophy of Science Made Simple and Relevant	26
Attacking a Straw Man? A theoretical alternative and an exploratory empirical approach on how to “inoculate” students against astrology	25
Investigating Prospective Elementary Teachers’ Views of Nature of Science in a Philippine Teacher Education Institution	22
Teacher Talk Supporting Student Progressive Discourse in Science	22
Socioscientific Issues Thinking and Action in the Midst of Science-in-the-Making	22
Frontier Development and Insights of International Educational Science Research in the journals Nature and Science: a Systematic Literature Review over 40 Years	22
Examining Bhutanese Science Teachers’ Epistemic Views of Scientific Inquiry	20
Technology‑Embedded Argument‑DrivenInquiry in Preservice Chemistry Teacher Education	20
When Nature of Science Meets Quantum Physics: Insights from NOS Representation in Chinese Physics Textbooks	20
Representational Pluralism in Science Education	20
Stereotypical Attributes of Scientists and Engineers in Jokes	20
The Meeting of Old Friends: Exploring the Art-Science Dynamic in the Context of Astronomy and Astronomy Education	19
Comparing Practical Items in High-Stake Exams in Different Science Subjects: in View of the Diversity of Scientific Methods	18
The Dynamics of Perspective in Quantum Physics	17
Representation of Changes about Nature of Science in Turkish Middle School Science Textbooks	17
The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science	17
Does Interference Between Intuitive Conceptions and Scientific Concepts Produce Reliable Inter-individual Differences? A Psychometric Analysis	17
Understanding Science Identity Development Among College Students	16
Genetics in Context	16

The Public Discussion on Flat Earth Movement	16
Development and Validation of an Epistemological Profile Questionnaire in a Museum Environment	15
Heroes and Helpmeets	15
Social Character of Science and Its Connection to Epistemic Reliability	15
Exploring the Perpetuation and Disruption of Gendered, Racial, and Working Style Stereotypes in U.S. Life Science Textbooks	15
Unmasking Gender Stereotypes	14
Why Teachers (Do Not) Integrate History of Science into Physics Courses	14
Science Teachers’ Challenging Questions for Encouraging Students to Think and Speak in Novel Ways	14
Modeling the Epistemic Value of Classroom Practice in the Investigation of Effective Learning	14
Evaluation of the Level of Selected Inquiry Skills Among Grammar School Students	14
Why People Trust Something Other than Science	13
“L’Avenir” and the Courage to Make the Future What We Need	13
On Beyond Constructivism	13
Pre-service Science Teachers’ Epistemic Beliefs, Nature of Science Views, and Beliefs in Pseudoscience	13
Ecological Stimuli Predicting High School Students’ Genuine Interest in Socio-Scientific Issues	13
Teachers' Conceptions About Science and Pseudoscience	13
The Cosmic Interaction	13
Explicit Instruction of Scientific Uncertainty in an Undergraduate Geoscience Field-Based Course	13
Investigation of Pre-service Teachers’ Conceptions of the Nature of Science Based on the LDA Model	12
Investigating Science Teachers’ Nature of Science Conceptions and Argumentation in a Science Methods Course	12
History of Science in Two Recent Versions of High School Physics Textbooks in China	12
Observation and Inference in Chemistry Teaching: a Model-Based Approach to the Integration of the Macro and Submicro Levels	12
Exploring Nature of Science Understanding, Science Self-efficacy and Their Relationships Among Secondary School Pre-service Science Teachers in Ethiopia	12
Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework	11
Using Science Biographies to Understand Science: Why and How?	11
Performative Bundles: How Teaching Narratives and Academic Language Build Mental Models of Mechanisms	10
Bringing Science Fiction Story Writing to Saudi Science Education	10
Investigating Elementary Teachers’ Views, Implementation, and Longitudinal Enactment of Nature of Science Instruction	10
Self-Study and Discussion Promote Students’ Science Learning	10
Correction to: Computational Thinking, Between Papert and Wing	10
Expert Text Analysis in the Inclusion of History and Philosophy of Science in Higher Education	10
Correction to: Science Education and the Pandemic, 1 Year On	10
Using Children’s Literature in the Middle School Science Class to Teach Nature of Science	10
Teaching Mars Literature	10
Education for Sustainability Meets Confucianism in Science Education	9
STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data	9
Enhancing Science Education Through Visual Art and Complex Storytelling Using the Book “The Case Study of Einstein, Eddington, and the Eclipse: Travel Impressions”	9
FEW and Far Between	9
Virtual Reality and Spatial Cognition: Bridging the Epistemic Gap Between Laboratory and Real-World Insights	9
Trust, Science Education and Vaccines	9
From COVID-19 to Quartile 1: Editor’s Reflections and Farewell	9
Analysing the Nature of Science in the Brazilian Common Core Curriculum	8
Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?	8
Enhancing Computational Thinking Skills Through Artificial Intelligence Education at a STEAM High School	8
Modelling Roles of Mathematics in Physics	8
Promoting Young Learners’ NOS Views Through Place-Based SSI Instruction	8
The Future of Knowledge: Conversations About Artificial Intelligence and Epistemic Insight	8
Impact of GPT on the Academic Ecosystem	8
Embodiment Matters in Knowledge Building	8
Nature of Science in Norway’s Recent Curricula Reform	8

The Effect of Textbook Analysis as a Teacher Professional Development Tool on Teacher Understanding of Nature of Science	7
The Chimera, the Robot Artist, and the Cardboard Hand	7
Methodological Diversity in HPS-Informed Science Education Research	7
An Educational Reconstruction of Special Relativity Theory for Secondary Education	7
Natural History Museum Guides’ Conceptions on the Integration of the Nature of Science	7
Representations of Nature of Science in Science Textbooks	7
Elaborating Nature of Engineering Through Family Resemblance Approach	7
Mozambican Preservice Chemistry Teachers’ Performance when Analysing Textbook Analogies About the Atom	7
A Science Teacher’s Autoethnographic Reflections on Teaching Nature of Science	7
Sustainability as Living Architecture	7
Politicizing ‘Learning by Doing’: Shiono Naomichi and the Cultivation of the ‘Japanese Spirit’ in Primary and Secondary Science Education in Japan from 1931–1958	7
Representations of Nature of Science in Chinese Physics Curriculum Standards over the Past Two Decades	6
The Role of Joking for Learning Science: An Exploration of Spontaneous Humour in Two Physics Education Settings	6
Science and Fengshui	6
Enhancing Argumentation and Decision-Making of Preservice Early Childhood Education Teachers Through Role-Playing on Animal Experimentation	6
Teaching Socioscientific Issues: A Systematic Review	6
Astrobiology, The Way Forward	6
Analysis of Engineering Elements of K-12 Science Standards in Seven Countries Engaged in STEM Education Reform	6
List of Reviewers Contributing to Volume 32, 2023	6
Reflections of Pre-Service Science Teachers’ Understanding of the Nature of Science on a Socioscientific Issue	6
A Theoretical Framework for Integrated STEM Education	6
Lessons from the Past: Reviewing How We Teach Science, What’s Changed, and Why It Matters	6
The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry	6
Trust in Science and Science Education—Part 2	6
Respect for Evidence: Can Science Education Deliver It?	6
Co-design of a Teaching–Learning Sequence to Address COVID‑19 as a Socio‑scientific Issue in an Infodemic Context	6
Secondary Science Teachers’ Instructional Strategies for Promoting the Construction of Scientific Explanations	6
Who Speaks for Science?	6
Comparison of Physics, Chemistry, and Biology Teachers’ Perceptions of Nature of Science and Domains of Science	5
Replicating the Fontana-Ingenhousz Eudiometer	5
Dewey and Rousseau on Experience-Based Science Education	5
Exploring a New Geometric-mechanical Artefact for Calculus	5
What do COVID-19 Tweets Reveal about Public Engagement with Nature of Science?	5
Art and Science	5
The Method of Observation in Science Education: Characteristic Dimensions from an Educational Perspective	5
Secondary and University Students’ Descriptions of Quantum Uncertainty and the Wave Nature of Quantum Particles	5
Quality Indicators of an Experienced Middle School Science Teacher’s Argument‑Based Inquiry Teaching	5
Bhutanese Primary Science Teachers’ Epistemic Beliefs of Science	5
Using Card Sort Epistemic Network Analysis to Explore Preservice Teachers’ Ideas About the Nature of Engineering	5
Cultivating Environmental Consciousness	5
Correlations Among High School Students' Beliefs about Conspiracy, Authoritarianism, and Scientific Literacy	5
The Impact of Integrating Tribal Culture and Science Education Through Information and Communication Technology	5
Distinguishing Nature of Science Beliefs, Knowledge and Understandings	5
Reframing Chemical Thinking Through the Lens of Disciplinary Essential Questions and Perspectives for Teaching and Learning Chemistry	5
Examining Biology Curricular Resources’ Scientific Depictions of Evolution, Race, Sexuality, and Identity	5