OOIR: Observatory of International Research

Papers

(The TQCC of Cultural Studies of Science Education is 4. 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 2021-06-01 to 2025-06-01.)

Article	Citations
Humanizing science education, wellness and a more just world	25
Riot strrrs: zines as alternative public pedagogies in space science education	22
Exploring nature of criticality in high school science teaching: sociopolitical consciousness in multicultural science education	21
“The freshness of irreverence”: learning from ACT UP toward sociopolitical action in science education	20
Re-imagining science education research toward a language for science perspective	19
Sociopolitical solidarity in STEM education: youth-centered relationships that resist learning as just achievement data	19
Treading carefully: the environment and political participation in science education	17
All that glitters is not gold: confronting race-neutral perspectives on diversity and equity across STEM curricula	17
The concept of alterity: its usage and its relevance for critical qualitative researchers in the era of Trump	17
How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education	16
Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications	15
Evolution and climate change within the political project of conservative Christian homeschooling	14
The impacts of animal farming: a critical review of secondary and high school textbooks	14
“The heavy burden”: Indigenous knowledge systems, biocultural diversity, and transknowledging in sciences education	14
A critical race theory analysis of the draw-a-scientist test: are they really that white?	12
Interaction rituals, emotions, and early childhood science: digital microscopes and collective joy in a multilingual classroom	12
The pernicious whiteness of coloniality in elementary science classrooms: the multigenerationality of subtractive schooling in El Sur de Tejas, Aztlán	12
STEM learning as care work	11
Historically underrepresented and marginalized science fiction convention attendees’ life experiences related to science and science fiction	11
Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning	11
Expanding the border of science education through the lens of Buddhist mindfulness	11
The role of myths in students discussing ‘pest’–agriculture relations	10
Dialoguing with Freire and Butler about chaos: a provocative organising exercise in my PhD	10
Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning	10
The importance of learning with/on/from land and place while honoring reciprocity in Indigenous science education	10

100 years of gratitude: what I learned from Freire	10
A critical perspective on pandemics and epidemics: building a bridge between public health and science education	9
Looking back at “our science” and “our history”: an exploration of Korean preservice science teachers’ encounters with East Asian history of science	9
Cultural identity central to Native American persistence in science	8
On the muckiness of science, ethics, and preservice teacher education: contemplating the (im)possibilities of a ‘right’-eous stance	8
The (re)production of insecurities: an ethnographic study of the gendered science classroom in upper secondary school	8
What will we teach the teachers? Grappling with racism in a professional development setting	7
Intra-action analysis of emergent science phenomena: examining meaning-making with the more than human in science classrooms	7
The argumentative shortcomings of educators’ efforts to talk about religion and science: mixed enthymemes in Understanding Science	7
Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism	7
Moving beyond student surveys and toward critical consciousness in science education	7
Reconnecting self, others and nature	6
Critical thinking in the making: students’ critical thinking practices in a multifaceted SSI project	6
Pictorial representations of preservice elementary teachers’ views about science teaching and learning	6
Comparative analysis of chemistry teaching in city center and suburban public schools in Brazil: how school reputation and social profile influence chemistry teaching and high school students’ perform	6
The problematic use of urban, suburban, and rural in science education	6
Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students	6
Black girls matter: A critical analysis of educational spaces and call for community-based programs	6
Myths and matters of science education: a critical discourse on science and standards	5
Explanations as cultural tools in science education	5
Science teacher beliefs in conflict-affected zones of Jammu and Kashmir	5
Reflecting on Freire: a praxis of radical love and critical hope for science education	5
South epistemologies to invent post-pandemic science education	5
Just worlding design principles: childrens’ multispecies and radical care priorities in science and engineering education	5
Stretching the border: living in complementary and contradictory spaces	5
Black liberatory science education: positioning Black youth as science learners through recognizing brilliance	5
Science and poetry: poems as an educational tool for biology teaching	5
Incorporating indigenous artefacts in developing an integrated indigenous-pedagogical model in high school physics curriculum: views of elders, teachers and learners	4
Critical race theory in science education: moving forward and making critical connections to race through the DAST research	4
Confronting repressive ideologies with critical pedagogy in science classrooms	4
Categorizations of the interface of evolution and religion	4
Scientific culture in the normative and curriculum documents of Initial Teacher Education in Chile	4
Science education and the African Diaspora in the United States	4
Hard-rooted to nature: rediscovering the forgotten forest in science education	4
Wonderings about Klaren: looking inward and outward on preparing teachers of science in a neoliberal society	4
Refocusing science professional learning: social justice at the heart	4
What is meant by scientific literacy in the curriculum? A comparative analysis between Bolivia and Chile	4
Correction to: Enhancing place‑based learning progression through epistemic agency: a response to toward a hypothetical place‑based learning progression for haze pollution in the Northern region of Th	4
What is that’s going on here? A multidimensional time concept is foundational to framing for decision making in situations of uncertainty	4
Reimagining Freire: beyond human relations	4
Sustainability science education: our animalistic response-ability	4
Making “it” matter: developing African-American girls and young women’s mathematics and science identities through informal STEM learning	4