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OpenAlex Citation Counts

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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:

Reading between the lines: The effect of contextual factors on student motivation throughout an open inquiry process
Idit Adler, Liron Schwartz, Nir Madjar, et al.
Science Education (2018) Vol. 102, Iss. 4, pp. 820-855
Closed Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

Inquiry-based science education in science teacher education: a systematic review
Tonje Tomine Seland Strat, Ellen Karoline Henriksen, Kirsti Marie Jegstad
Studies in Science Education (2023) Vol. 60, Iss. 2, pp. 191-249
Open Access | Times Cited: 40
Teaching quality and student learning achievements in Ethiopian primary education: How effective is instructional quality in closing socioeconomic learning achievement inequalities?
Jean-Baptiste M.B. Sanfo, Inoussa Malgoubri
International Journal of Educational Development (2023) Vol. 99, pp. 102759-102759
Closed Access | Times Cited: 12
The impacts of open inquiry on students’ learning in science: A systematic literature review
Norsyazwani Muhamad Dah, Mohd Syafiq Aiman Mat Noor, Muhammad Zulfadhli Kamarudin, et al.
Educational Research Review (2024) Vol. 43, pp. 100601-100601
Open Access | Times Cited: 4
Leveraging opportunities for self-regulated learning in smart learning environments
Idit Adler, Scott Warren, Cathleen Norris, et al.
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
Science and engineering for what? A large-scale analysis of theme selection in K-12 science and engineering fair projects
Adelmo Eloy, Thomas Palmeira Ferraz, Hadassa Harumi Castelo Onisaki, et al.
International Journal of Science Education (2025), pp. 1-21
Closed Access
A mixed methods study of middle students' science motivation and engagement profiles
Lauren Cabrera, Christine L. Bae, Morgan DeBusk‐Lane
Learning and Individual Differences (2023) Vol. 103, pp. 102281-102281
Open Access | Times Cited: 9
Do science teachers’ believes related to inquiry-based teaching affect students’ science process skills? Evidence from a multilevel model analysis
Xiying Li, Yuelai Zhang, Fabi Yu, et al.
Disciplinary and Interdisciplinary Science Education Research (2024) Vol. 6, Iss. 1
Open Access | Times Cited: 3
The interplay between students' motivational profiles and science learning
Marcus Kubsch, David Fortus, Knut Neumann, et al.
Journal of Research in Science Teaching (2022) Vol. 60, Iss. 1, pp. 3-25
Open Access | Times Cited: 15
Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs
Shaohui Chi, Zuhao Wang, Xiufeng Liu
International Journal of Science Education (2021) Vol. 43, Iss. 14, pp. 2426-2456
Closed Access | Times Cited: 16
The Effect of Environmental Education Open Inquiry Learning Kits on the Environmental Literacy of Pre-service Biology Teachers
Rifqi Rasis, Paidi Paidi, Suhartini Suhartini, et al.
Journal of Teacher Education for Sustainability (2023) Vol. 25, Iss. 1, pp. 40-63
Open Access | Times Cited: 6
The value of fixed versus faded self-regulatory scaffolds on fourth graders’ mathematical problem solving
Stella Gidalevich, Bracha Kramarski
Instructional Science (2018) Vol. 47, Iss. 1, pp. 39-68
Closed Access | Times Cited: 18
Rising to the Challenge: The Effect of Individual and Social Metacognitive Scaffolds on Students’ Expressions of Autonomy and Competence Throughout an Inquiry Process
Liron Schwartz, Idit Adler, Nir Madjar, et al.
Journal of Science Education and Technology (2021) Vol. 30, Iss. 4, pp. 582-593
Closed Access | Times Cited: 14
Norwegian Teacher Educators’ Reflections on Inquiry-Based Teaching and Learning in Science Teacher Education
Tonje Tomine Seland Strat, Kirsti Marie Jegstad
Journal of Science Teacher Education (2022) Vol. 34, Iss. 6, pp. 624-644
Open Access | Times Cited: 9
Dynamics of Scientific Engagement in a Blended Online Learning Environment
Vesal Dini, Lama Z. Jaber, Ethan Danahy
Research in Science Education (2019) Vol. 51, Iss. 2, pp. 439-467
Closed Access | Times Cited: 12
Fostering Teachers’ Reflections on the Dynamic Characteristics of Open Inquiry through Metacognitive Prompts
Idit Adler, Michal Zion, Esther Rimerman-Shmueli
Journal of Science Teacher Education (2019) Vol. 30, Iss. 7, pp. 763-787
Closed Access | Times Cited: 11
3. Gir utforskende arbeidsmåter i naturfag bedre læringsutbytte?
Nani Teig, Ole Kristian Bergem, Trude Nilsen, et al.
(2021), pp. 46-72
Open Access | Times Cited: 9
Relationships among perception of teacher autonomy support, achievement motivations, intellectual risk-taking, and science academic performance: a serial mediation model
Lihua Tan, Bing Wei, Tianxue Cui
International Journal of Science Education (2022) Vol. 45, Iss. 1, pp. 43-64
Closed Access | Times Cited: 6
An Inquiry-Based Instruction on the Main Subatomic Particles: Enhancing High-School Students’ Achievement and Motivation
Nursen Azizoğlu, Bülent Pekdağ, Ayberk Bostan Sarıoğlan, et al.
Science education international (2022) Vol. 33, Iss. 1, pp. 75-85
Open Access | Times Cited: 5
Science and Engineering for What? A Large-Scale Analysis of Students' Projects in Science Fairs
Adelmo Eloy, Thomas Palmeira Ferraz, Fernanda Alves, et al.
Proceedings. (2023), pp. 946-949
Open Access | Times Cited: 2
Analyzing student inquiry in online and offline classes during the Covid-19 pandemic through momentum and impulse worksheets
Habibah Khusna Baihaqi, Jumadi Jumadi, Annisaa’ Mardiani, et al.
Momentum Physics Education Journal (2021), pp. 161-174
Open Access | Times Cited: 5
Motivación del alumnado universitario: entre desmotivación y motivación intrínseca
Louis Pierre Philippe Homont, José Antonio Alcoceba Hernando
European Public & Social Innovation Review (2024) Vol. 10, pp. 1-20
Open Access
Teaching quality and student achievement inequalities in low- and middle-income countries: A hierarchical linear model analysis
Jean-Baptiste M.B. Sanfo
Studies In Educational Evaluation (2024) Vol. 83, pp. 101419-101419
Closed Access
Bilimsel Sorgulama Destekli Mentorluk Programının Öğretmenlerin Öğretimde Bilimsel Sorgulamaya Yönelik Görüşlerine Etkisi
Yasemin Özdem Yılmaz, Burcu Şenler, Hasan Zühtü Okulu, et al.
Fen Bilimleri Öğretimi Dergisi (2024)
Open Access
Elementary school science teachers' discourse and on‐the‐job learning about student motivation
Wisam Sedawi, Livat Eshchar‐Netz, Hasida Yakovov, et al.
Journal of Research in Science Teaching (2023) Vol. 60, Iss. 10, pp. 2321-2360
Open Access | Times Cited: 1
Social Media in General Education: A Bibliometric Analysis of Web of Science from 2005-2021
Dinh- Hai Luong, Xuan-An Nguyen, Thanh Thuy Ngo, et al.
Journal of Scientometric Research (2023) Vol. 12, Iss. 3, pp. 680-690
Open Access | Times Cited: 1
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