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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:

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy
Hsiao‐Ching She, Huann‐shyang Lin, Li-yu Huang
Journal of Research in Science Teaching (2019) Vol. 56, Iss. 10, pp. 1309-1340
Closed Access | Times Cited: 61

Showing 1-25 of 61 citing articles:

Profiling low-proficiency science students in the Philippines using machine learning
Allan B. I. Bernardo, Macario O. Cordel, Marissa Ortiz Calleja, et al.
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 23
Critical scientific and environmental literacies: a systematic and critical review
Gonzalo Guerrero, Jesper Sjöström
Studies in Science Education (2024), pp. 1-47
Open Access | Times Cited: 10
An Exploration of Factors Linked to Academic Performance in PISA 2018 Through Data Mining Techniques
Adriana Gamazo, Fernando Martínez Abad
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 67
A Systematic Review on Data Mining for Mathematics and Science Education
Dongjo Shin, Jaekwoun Shim
International Journal of Science and Mathematics Education (2020) Vol. 19, Iss. 4, pp. 639-659
Closed Access | Times Cited: 50
The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies
Hsin‐Hui Wang, Zuway‐R Hong, Hsiao‐Ching She, et al.
International Journal of STEM Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 31
To know about science is to love it? Unraveling cause–effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology
Till Bruckermann, Hannah Greving, Anke Schumann, et al.
Journal of Research in Science Teaching (2021) Vol. 58, Iss. 8, pp. 1179-1202
Open Access | Times Cited: 39
The influence of achievement motivation on college students’ employability: A chain mediation analysis of self-efficacy and academic performance
Xiang Li, Ruihui Pu, Nutteera Phakdeephirot
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 22
Digital Literacy Inherency within Narratives Subject at SMP Kristen Palangka Raya
Silvi Indri Novitasari, Tessya Lonica Natalia, Tori Pebrianto, et al.
Journal of Scientific Research Education and Technology (JSRET) (2023) Vol. 2, Iss. 2, pp. 648-661
Open Access | Times Cited: 12
The Impacts of Online Skeuomorphic Physics Inquiry–Based Learning With and Without Simulation on 8th Graders’ Scientific Inquiry Performance
Ren-Jye Chou, Chih-Ping Liang, Li-yu Huang, et al.
Journal of Science Education and Technology (2022) Vol. 31, Iss. 3, pp. 357-371
Closed Access | Times Cited: 18
The Effect of Argumentation about Socio-Scientific Issues on Secondary Students’ Reasoning Pattern and Quality
Azimah Abdul Aziz, Marlizayati Johari
Research in Science Education (2023) Vol. 53, Iss. 4, pp. 771-789
Closed Access | Times Cited: 10
From literacy to learning: The sequential mediation of attitudes and enjoyment in AI-assisted EFL education
Jiqun Fan, Qinqing Zhang
Heliyon (2024) Vol. 10, Iss. 17, pp. e37158-e37158
Open Access | Times Cited: 3
EXPLORING THE EFFECTS ON FIFTH GRADERS’ CONCEPT ACHIEVEMENT AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS: APPLYING THE PREDICTION-OBSERVATION-EXPLANATION INQUIRY-BASED LEARNING MODEL IN SCIENCE EDUCATION
Li Zhao, Wei He, Xiaohong Liu, et al.
Journal of Baltic Science Education (2021) Vol. 20, Iss. 4, pp. 664-676
Open Access | Times Cited: 22
Modelling relationships among students’ inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career
Hsin‐Hui Wang, Huann‐shyang Lin, Ya‐Chun Chen, et al.
International Journal of Science Education (2021) Vol. 43, Iss. 1, pp. 157-178
Closed Access | Times Cited: 21
Scientific literacy and agency within the Chilean science curriculum: A critical discourse analysis
Gonzalo Guerrero, Betzabé Torres Olave
The Curriculum Journal (2021) Vol. 33, Iss. 3, pp. 410-426
Open Access | Times Cited: 21
Are students in Italy really disinterested in science? A person‐centered approach using the PISA 2015 data
Jeléna Radišić, Patrizia Selleri, Felice Carugati, et al.
Science Education (2021) Vol. 105, Iss. 2, pp. 438-468
Closed Access | Times Cited: 20
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science
Chia‐Hui Cheng, Ivar Bråten, Fang‐Ying Yang, et al.
Journal of Research in Science Teaching (2021) Vol. 58, Iss. 7, pp. 980-1009
Open Access | Times Cited: 18
Who Makes an Effort? A Person-Centered Examination of Motivation and Beliefs as Predictors of Students’ Effort and Performance on the PISA 2015 Science Assessment
Anders Hofverberg, Hanna Eklöf, Maria Lindfors
Frontiers in Education (2022) Vol. 6
Open Access | Times Cited: 12
Uncovering student profiles. An explainable cluster analysis approach to PISA 2022
Miguel Alvarez-Garcia, Mar Arenas‐Parra, Raquel Ibar-Alonso
Computers & Education (2024), pp. 105166-105166
Open Access | Times Cited: 2
Towards Scientific Inquiry in Secondary Earth Science Classrooms: Opportunities and Realities
Su‐Chi Fang
International Journal of Science and Mathematics Education (2020) Vol. 19, Iss. 4, pp. 771-792
Closed Access | Times Cited: 19
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
Scientific reasoning skills predict topic‐specific knowledge after participation in a citizen science project on urban wildlife ecology
Till Bruckermann, Hannah Greving, Anke Schumann, et al.
Journal of Research in Science Teaching (2022) Vol. 60, Iss. 9, pp. 1915-1941
Open Access | Times Cited: 11
Defining the profile of students with low academic achievement: A cross-country analysis through PISA 2018 data
Belén Gutiérrez-de-Rozas, Esther López Martín, Elvira Carpintero Molina
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 8
Measuring scientific inquiry ability related to hands-on practice: An automated approach based on multimodal data analysis
Yishen Song, Liming Guo, Qinhua Zheng
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
Predicting Students' Attitudes Toward Collaboration: Evidence From Structural Equation Model Trees and Forests
Jialing Li, Minqiang Zhang, Yixing Li, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 10
An Evaluation Method of English Teaching Ability Based on Deep Learning
Chunyan Song
Security and Communication Networks (2022) Vol. 2022, pp. 1-9
Open Access | Times Cited: 7
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