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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:

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

Showing 14 citing articles:

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
The impact of metacognitive scaffolding on deep learning in a GenAI-supported learning environment
Wu Junqi, Jiatong Wang, Lei Shuang, et al.
Interactive Learning Environments (2025), pp. 1-18
Closed Access
Technology-Enhanced Learning and Its Association with Motivation to Learn Science from a Cross-Cultural Perspective
Tamar Ginzburg, Miri Barak
Journal of Science Education and Technology (2023) Vol. 32, Iss. 4, pp. 597-606
Open Access | Times Cited: 9
Exploring the Effects and Inquiry Process Behaviors of Fifth-Grade Students Using Predict-Observe-Explain Strategy in Virtual Inquiry Learning
Yafeng Zheng, Xue Bai, Yang Yang, et al.
Journal of Science Education and Technology (2024) Vol. 33, Iss. 4, pp. 590-606
Closed Access | Times Cited: 3
The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness
Maryam Ebrahimi, Siros Izadpanah, Ehsan Namaziandost
Education Research International (2021) Vol. 2021, pp. 1-12
Open Access | Times Cited: 10
Research on performance assessment of students’ inquiry skills in China’s elementary schools: a video analysis of Beijing discovering science around us
Yonghe Zheng, Shuwen Yu, Mian Zhang, et al.
Research in Science & Technological Education (2022) Vol. 42, Iss. 3, pp. 720-746
Closed Access | Times Cited: 7
Comparing reflective and supportive scaffolding in 3D computer‐aided design course: Engineering students' metacognitive strategies, spatial ability self‐efficacy, and spatial anxiety
Nilüfer Atman Uslu, Hatice Yıldız Durak, Gökçe Mehmet Ay
Computer Applications in Engineering Education (2022) Vol. 30, Iss. 5, pp. 1454-1469
Closed Access | Times Cited: 6
Metacognitive Conceptual Change (MCC) Learning Model: Improving Students' Conceptual Change through Metacognitive Skills, Motivation, and Scientific Knowledge
Syahmani Syahmani, Ellyna Hafizah, Arıf Sholahuddın, et al.
Jurnal Pendidikan IPA Indonesia (2023) Vol. 12, Iss. 3, pp. 423-438
Open Access | Times Cited: 2
The Pineapple as a Means to Develop Scientific Competence in the Spanish High School Diploma of Research
Jorge Pozuelo Múñoz, Esther Cascarosa Salillas, Esther Zubiría Alonso, et al.
Research in Science Education (2024)
Open Access
O USO DAS TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO (TIC’S) NO ENSINO DE CIÊNCIAS COMO FATOR MEDIADOR PARA MOTIVAR O ALUNO NO PROCESSO DE APRENDIZAGEM
Rutineia dos Santos Baldassini
Revista Foco (2024) Vol. 17, Iss. 8, pp. e5891-e5891
Open Access
Promoting students’ metacognition and self-regulatory efficacy through metacognitive scaffolding in mobile technology-enhanced interactive classrooms: The moderating role of inner speech
Yingying Pan, Hoisoo Kim, Yi-Pin Huang, et al.
Education and Information Technologies (2024)
Closed Access
A case of two classes: the interplay of teacher’s guidance with structuring or problematizing scaffolds within inquiry-based environments
Idit Adler, Laila Sarsour
Instructional Science (2023) Vol. 52, Iss. 3, pp. 453-475
Closed Access | Times Cited: 1
A “light bulb moment”: Lab experiments enhancing novelty and critical thinking designed by future teachers
Pelin ÜNLÜ, Esme Hacıeminoğlu, Nadire Gülçin Yıldız
Thinking Skills and Creativity (2023) Vol. 50, pp. 101413-101413
Closed Access | Times Cited: 1
Deeper learning and leadership development in a school–university partnership with a rural district
Leslie Williams, Linda Atkinson, Sharon Dean, et al.
Journal of Educational Administration (2023) Vol. 62, Iss. 1, pp. 40-56
Closed Access
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