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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

In-service teachers’ (mis)conceptions of artificial intelligence in K-12 science education
Pavlo Antonenko, Brian Abramowitz
Journal of Research on Technology in Education (2022) Vol. 55, Iss. 1, pp. 64-78
Closed Access | Times Cited: 52

Showing 26-50 of 52 citing articles:

Personalised learning and artificial intelligence in science education: current state and future perspectives
Özkan Yılmaz
Educational Technology Quarterly (2024) Vol. 2024, Iss. 3, pp. 255-274
Open Access | Times Cited: 3
Pre-service teachers’ attitudes towards artificial intelligence and its integration into EFL teaching and learning
Silvia Pokrivčáková
Journal of language and cultural education (2023) Vol. 11, Iss. 3, pp. 100-114
Open Access | Times Cited: 9
What is Critical (about) AI Literacy? Exploring Conceptualizations Present in AI Literacy Discourse
Johanna Velander, Nuno Otero, Marcelo Milrad
Postdigital science and education (2024), pp. 139-160
Closed Access | Times Cited: 2
"Artificial intelligence is a very broad term": How educators perceive Artificial Intelligence?
Maria Kasinidou, Styliani Kleanthous, Jahna Otterbacher
(2024), pp. 315-323
Closed Access | Times Cited: 2
The ethics of using AI in K-12 education: a systematic literature review
Anastasia Gouseti, Fiona James, Lee Fallin, et al.
Technology Pedagogy and Education (2024), pp. 1-22
Open Access | Times Cited: 2
Artificial intelligence in science education: A bibliometric review
Roza Sh. Akhmadieva, Natalia Udina, Yuliya P. Kosheleva, et al.
Contemporary Educational Technology (2023) Vol. 15, Iss. 4, pp. ep460-ep460
Open Access | Times Cited: 5
Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies
Robert Danielson, Benjamin C. Heddy, Onur Ramazan, et al.
Journal of Research in Science Teaching (2024)
Open Access | Times Cited: 1
Exploring the Role, Implementation, and Educational Implications of AI in Early Childhood Education
Iro Voulgari, Konstantinos Lavidas, Spyridon Aravantinos, et al.
Communications in computer and information science (2024), pp. 29-37
Closed Access | Times Cited: 1
Teacher’s Perceptions of Applying Artificial Intelligence in Education: A Systematic Review
Chenxue Zhou
World Journal of Social Science Research (2024) Vol. 11, Iss. 3, pp. p62-p62
Open Access | Times Cited: 1
COMPARING TURKISH PRE-SERVICE STEM AND NON-STEM TEACHERS' ATTITUDES AND ANXIETY TOWARD ARTIFICIAL INTELLIGENCE
Özgün Uyanık Aktulun, Koray Kasapoğlu, Bülent Aydoğdu
Journal of Baltic Science Education (2024) Vol. 23, Iss. 5, pp. 950-963
Open Access | Times Cited: 1
Unmasking teachers’ proficiency in harnessing Artificial Intelligence (AI) for transformative education
Dipak Kumar Bohara, Karna Rana
SN Social Sciences (2024) Vol. 4, Iss. 11
Open Access | Times Cited: 1
Latent Profile Analysis of AI Literacy and Trust in Mathematics Teachers and Their Relations with AI Dependency and 21st-Century Skills
Tommy Tanu Wijaya, Qingchun Yu, Yiming Cao, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 11, pp. 1008-1008
Open Access | Times Cited: 1
The impact of TPACK on teachers’ willingness to integrate generative artificial intelligence (GenAI): The moderating role of negative emotions and the buffering effects of need satisfaction
Yiming Yang, Qi Xia, C. C. Liu, et al.
Teaching and Teacher Education (2024) Vol. 154, pp. 104877-104877
Closed Access | Times Cited: 1
AI Advocates and Cautious Critics: How AI Attitudes, AI Interest, Use of AI, and AI Literacy Build University Students' AI Self-Efficacy
Arne Bewersdorff, Marie Hornberger, Claudia Nerdel, et al.
Computers and Education Artificial Intelligence (2024), pp. 100340-100340
Open Access | Times Cited: 1
University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning
Beatriz Cabellos, Carlos de Aldama, Juan Ignacio Pozo
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Crafting innovative paths in non-linear professional learning for bilingual education: the role of connectivism in the age of AI
Amin Davoodi
Professional Development in Education (2024), pp. 1-17
Closed Access | Times Cited: 1
Reflections on Methods for Eliciting Teachers Understanding, Attitudes and Emotions About AI
Johanna Velander, Mohammed Ahmed Taiye, Nuno Otero, et al.
Lecture notes in networks and systems (2023), pp. 124-135
Closed Access | Times Cited: 3
Exploring the Impact and Factors to Consider in Higher Education Practice: A Study in Reference to Generative Artificial Intelligence
Ritesh Kumar Singhal Dr. Ajay Kumar Varshney, Ritesh Kumar Singhal Dr. Manu Priya Gaur
European Economic Letters (EEL) (2024) Vol. 14, Iss. 1, pp. 1970-1978
Open Access
Thematic Modeling of Preservice Mathematics Teachers’ Reflections on ChatGPT Use: Appraisals, Ethical Challenges and Aspirations
Orhan Kaplan
Adıyaman Üniversitesi Eğitim Bilimleri Dergisi (2024) Vol. 14, Iss. 1, pp. 21-35
Open Access
Empowering K-12 STEM Teachers to Be AI-ready: The Insights from a Bibliometrics Study
Ming Ma, Muhammad Ali, Gary K. W. Wong
2022 IEEE Global Engineering Education Conference (EDUCON) (2024), pp. 1-5
Closed Access
Artificial intelligence for higher education: benefits and challenges for pre-service teachers
Daiga Kalniņa, Dita Nīmante, Sanita Baranova
Frontiers in Education (2024) Vol. 9
Open Access
Professional Development of University Educators in Artificial Intelligence: Current State
Renata Elsakova, Anna M. Markus
Vysshee Obrazovanie v Rossii = Higher Education in Russia (2024) Vol. 33, Iss. 11, pp. 73-94
Open Access
Low-Code Programming for K-12 Education
İbrahim Halil Özdemır, Fırat Sarsar, Brendan Calandra
Advances in educational technologies and instructional design book series (2024), pp. 145-170
Closed Access
Eliciting and Empowering Teachers’ AI Literacy: The Devil is in the Detail
Johanna Velander, Nuno Otero, Felix Dobslaw, et al.
Lecture notes in networks and systems (2024), pp. 138-152
Closed Access
Investigation of science teachers' anxiety about artificial intelligence: A phenomenological study
Vildan Yalçın, Hasan Gökçe, Oğuzhan Nacaroğlu
Research in Pedagogy (2024) Vol. 14, Iss. 2, pp. 349-360
Open Access

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