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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:

Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms
Ying‐Chih Chen, Takeshi Terada
Journal of Research in Science Teaching (2021) Vol. 58, Iss. 10, pp. 1489-1526
Closed Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis
Haozhe Jiang, A.Y.M. Atiquil Islam, Xiaoqing Gu, et al.
Journal of Research in Science Teaching (2023) Vol. 61, Iss. 3, pp. 645-673
Closed Access | Times Cited: 20
CyberQ: Generating Questions and Answers for Cybersecurity Education Using Knowledge Graph-Augmented LLMs
Garima Agrawal, Kuntal Kumar Pal, Yuli Deng, et al.
Proceedings of the AAAI Conference on Artificial Intelligence (2024) Vol. 38, Iss. 21, pp. 23164-23172
Open Access | Times Cited: 7
Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course
Ferah Özer, Deniz Sarıbaş
Science & Education (2022) Vol. 32, Iss. 3, pp. 787-820
Open Access | Times Cited: 19
Promoting young learners’ computational thinking with AI-based robots and the ICAP model in blended learning contexts
Chi-Jen Lin, Husni Mubarok
Interactive Learning Environments (2024), pp. 1-15
Closed Access | Times Cited: 4
De/colonizing epistemic of science teaching styles among novice and experienced teachers in Nepal: a case study of multicultural classroom
Kamal Prasad Koirala
Cultural Studies of Science Education (2025)
Closed Access
Measuring scientific classroom discourse: The DiISC Version 2.0's validity and use in observing secondary science lessons
Elizabeth B. Lewis, Lyrica Lucas, Brandon Helding, et al.
School Science and Mathematics (2025)
Open Access
Exploring the Attending and Interpretation of Three Science and Engineering Practices Among Secondary Science Teachers
Yuxi Huang, Julie A. Luft, Hong H. Tran, et al.
International Journal of Science and Mathematics Education (2025)
Open Access
Science Practices in Action: Group Engagement with Different Degrees of Inquiry in General Chemistry Laboratory
Malcolm B. Polk, Deborah L. Santos
Journal of Chemical Education (2025)
Open Access
A decade of scientific and engineering practices: a scoping review
Miechie Leowardy, Yew‐Jin Lee, Yann Shiou Ong
Studies in Science Education (2025), pp. 1-45
Closed Access
Impact of a virtual chemistry lab in chemistry teaching on scientific practices and digital competence for pre-service science teachers
Yousri Attia Mohamed Abouelenein, Shaimaa Abdul Salam Selim, Mohamed Ali Nagy Elmaadaway
Education and Information Technologies (2023) Vol. 29, Iss. 3, pp. 2805-2840
Closed Access | Times Cited: 7
A randomized controlled trial study: An analysis of virtual professional development and virtual mentoring and coaching for mainstream teachers serving emergent bilingual students
Mayra D. Vargas, Beverly J. Irby, Rafael Lara‐Alecio, et al.
Teaching and Teacher Education (2023) Vol. 124, pp. 103995-103995
Open Access | Times Cited: 6
Applying Rasch Measurement to Assess Knowledge-in-Use in Science Education
Peng He, Xiaoming Zhaı, Namsoo Shin, et al.
Contemporary trends and issues in science education (2023), pp. 315-347
Closed Access | Times Cited: 6
Experimentar con minerales en Educación Infantil: evaluación de un espacio de Ciencia de libre elección
Ester Mateo González, María José Sáez Bondía
Revista eureka sobre enseñanza y divulgación de las ciencias (2022) Vol. 19, Iss. 2, pp. 1-22
Open Access | Times Cited: 8
Pre-service Teachers’ Conceptual Understandings of Models and Modelling in a STEM Methods Course
Chatree Faikhamta, Samia Khan, Tharuesean Prasoplarb, et al.
Research in Science Education (2024) Vol. 54, Iss. 6, pp. 1137-1153
Closed Access | Times Cited: 1
Investigating Teachers’ Perceptions of Facilitating Scientific Investigations
Israel Kibirige, William Lesiba Teffo, Suresh Kamar Singh
Eurasia Journal of Mathematics Science and Technology Education (2022) Vol. 18, Iss. 2, pp. em2074-em2074
Open Access | Times Cited: 6
Modeling Chinese Teachers’ Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency
Pei-Yi Lin, Ching Sing Chai, Weifeng Di, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 5
Development and Validation of an Integrated STEM Teacher Classroom Observation Protocol
Shuqi Zhou, Hillary E Merzdorf, Kerrie Douglas, et al.
Journal of Pre-College Engineering Education Research (J-PEER) (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 2
Comparing the Use of Two Different Approaches to Assess Teachers’ Knowledge of Models and Modeling in Science Teaching
Grace Carroll, Soonhye Park
Education Sciences (2023) Vol. 13, Iss. 4, pp. 405-405
Open Access | Times Cited: 2
Quality of Performance Assessment Instruments for Educators in Higher Education: Implementation of Factor Analysis And Generalizability Theory
Hasan Djidu, Edi Istiyono, Widihastuti Widihastuti
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan e-Saintika (2023) Vol. 7, Iss. 2, pp. 144-159
Open Access | Times Cited: 2
Implementing nextgeneration science practices in classrooms: findings from TIMSS 2019
Saed Sabah, Mutasem Mohammad Akour, Hind Hammouri
Journal of Turkish Science Education (2023) Vol. 20, Iss. 2, pp. 309-319
Open Access | Times Cited: 2
Investigating scientific modeling practices in U.S. and German elementary science classrooms: A comparative, cross‐national video study
Florian Böschl, Cory T. Forbes, Kim Lange‐Schubert
Science Education (2022) Vol. 107, Iss. 2, pp. 368-400
Open Access | Times Cited: 4
A characterization of chemistry learners’ engagement in data analysis and interpretation
Stephanie A. Berg, Alena Moon
Chemistry Education Research and Practice (2022) Vol. 24, Iss. 1, pp. 36-49
Closed Access | Times Cited: 3
Promoting teaching improvement in elementary mathematics: A case with inverse relations
Meixia Ding, Rana Mochaourab, Benjamin Spiro
Asian Journal for Mathematics Education (2024) Vol. 3, Iss. 2, pp. 143-173
Open Access
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
Scott E. Grapin, Courtney L. Plumley, Eric R. Banilower, et al.
Science Education (2024)
Open Access
Science teachers' perceptions and practice of uncertainty in science learning: The changes experienced after engaging in a practice‐based professional development
Emily Starrett, Michelle Jordan, Ying‐Chih Chen, et al.
Journal of Research in Science Teaching (2024)
Closed Access
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