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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:

The Nature of Scientific Practice and Science Education
Antonio García–Carmona, José Antonio Acevedo-Díaz
Science & Education (2018) Vol. 27, Iss. 5-6, pp. 435-455
Closed Access | Times Cited: 57

Showing 1-25 of 57 citing articles:

Citizen Science for Scientific Literacy and the Attainment of Sustainable Development Goals in Formal Education
Miguel Ángel Queiruga Dios, Emilia López-Iñesta, María Diez-Ojeda, et al.
Sustainability (2020) Vol. 12, Iss. 10, pp. 4283-4283
Open Access | Times Cited: 95
From Inquiry-Based Science Education to the Approach Based on Scientific Practices
Antonio García–Carmona
Science & Education (2020) Vol. 29, Iss. 2, pp. 443-463
Closed Access | Times Cited: 61
The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science
Antonio García–Carmona
Science & Education (2024)
Open Access | Times Cited: 6
Promoting critical thinking through mathematics and science teacher education: the case of argumentation and graphs interpretation about climate change
Marta Romero Ariza, Antonio Quesada, Antonio Estepa Castro
European Journal of Teacher Education (2021) Vol. 47, Iss. 1, pp. 41-59
Open Access | Times Cited: 37
Problem-based learning with metacognitive prompts for enhancing argumentation and critical thinking of secondary school students
Hadi Suwono, Angsoka Dwipayana Marthaliakirana, Muhammad Saefi, et al.
Eurasia Journal of Mathematics Science and Technology Education (2022) Vol. 18, Iss. 9, pp. em2148-em2148
Open Access | Times Cited: 23
Tensions Between Learning Models and Engaging in Modeling
Candice Guy‐Gaytán, Julia Gouvea, Chris D. Griesemer, et al.
Science & Education (2019) Vol. 28, Iss. 8, pp. 843-864
Closed Access | Times Cited: 42
Scientific Thinking and Critical Thinking in Science Education
Antonio García–Carmona
Science & Education (2023)
Open Access | Times Cited: 12
Discussing Science Values and Norms from a Learning Situation Historically Contextualised in Mendel’s Laws and Guided by Scientific Practices
Elisa Izquierdo-Acebes, Antonio García–Carmona
Science & Education (2025)
Open Access
Facilitating the Design and Analysis of Middle School Students’ Reasoning in the Context of Citizen Science
Michal Dvir, Dina Tsybulsky
Science & Education (2025)
Open Access
Improving Science Teachers’ Views about Scientific Inquiry
Ceyhan Çiğdemoğlu, Fitnat Köseoğlu
Science & Education (2019) Vol. 28, Iss. 3-5, pp. 439-469
Closed Access | Times Cited: 28
Learning about the nature of science through the critical and reflective reading of news on the COVID-19 pandemic
Antonio García–Carmona
Cultural Studies of Science Education (2021) Vol. 16, Iss. 4, pp. 1015-1028
Open Access | Times Cited: 21
The RRI map: making sense of responsible research and innovation in science education
Emanuele Bardone, Mirjam Burget, Margus Pedaste
Journal of Responsible Innovation (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 8
Empirical Validity and Reliability of the Scientific Literacy Assessment Instrument Based on the Tornado Physics Enrichment Book
Venny Mulyana, Desnita Desnita
Jurnal Penelitian Pendidikan IPA (2023) Vol. 9, Iss. 5, pp. 3961-3967
Open Access | Times Cited: 8
Living the DReaM: The interrelations between statistical, scientific and nature of science uncertainty articulations through citizen science
Keren Aridor, Michal Dvir, Dina Tsybulsky, et al.
Instructional Science (2023) Vol. 51, Iss. 5, pp. 729-762
Open Access | Times Cited: 7
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
Rosalind Franklin and the Discovery of the Structure of DNA
Peng Dai, Cody Williams, Allison Witucki, et al.
Science & Education (2021) Vol. 30, Iss. 3, pp. 659-692
Closed Access | Times Cited: 17
Tracing Preservice Teachers’ Understanding of Nature of Science Through Their Drawings and Writing
Miri Barak, Tal Yachin, Sibel Erduran
Research in Science Education (2022) Vol. 53, Iss. 3, pp. 507-523
Closed Access | Times Cited: 11
Prácticas no-epistémicas: ampliando la mirada en el enfoque didáctico basado en prácticas científicas
Antonio García–Carmona
Revista eureka sobre enseñanza y divulgación de las ciencias (2021) Vol. 18, Iss. 1, pp. 1-18
Open Access | Times Cited: 15
La comprensión de aspectos epistémicos de la naturaleza de la ciencia en el nuevo currículo de Educación Secundaria Obligatoria, tras la LOMLOE
Antonio García–Carmona
Revista Española de Pedagogía (2022) Vol. 80, Iss. 283
Open Access | Times Cited: 8
Explicit Incorporation of the Nature of Science (NOS) in an Undergraduate Preservice Teacher Science Content Course: Action Research
Esther Kataate Namakula, Valarie L. Akerson
International Journal of Research in Education and Science (2024) Vol. 10, Iss. 2, pp. 241-278
Open Access | Times Cited: 1
Inquiry vs. Inquiry-Creative: Emphasizing Critical Thinking Skills of Prospective STEM Teachers in the Context of STEM Learning in Indonesia
Saiful Prayogi, Muhammad Roil Bilad, Ni Nyoman Sri Putu Verawati, et al.
Education Sciences (2024) Vol. 14, Iss. 6, pp. 593-593
Open Access | Times Cited: 1
THE IMPACT OF DIFFERENTIATED PEDAGOGY ON THE IMPROVEMENT OF HIGHER-ORDER THINKING SKILLS AMONG YEAR 5 STUDENTS IN THE SCIENCE SUBJECT AT SK. ST. AUGUSTINE (M), MERADONG
Siti Huzaimah Abdullah, Zaimuariffudin Shukri Nordin
International Journal of Modern Education (2024) Vol. 6, Iss. 21, pp. 77-92
Open Access | Times Cited: 1
“Trust Me, I’m a Scientist”
Stefaan Blancke, Maarten Boudry
Science & Education (2022) Vol. 31, Iss. 5, pp. 1141-1154
Open Access | Times Cited: 7
Breadth and relevance of multivariable inquiry supports deep understanding of science practice
Rosiane Lesperance, Deanna Kuhn
Science Education (2022) Vol. 107, Iss. 1, pp. 71-88
Closed Access | Times Cited: 7
A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students’ Self-Efficacy and Understanding of the Research Process
Alison Krufka, Kristy L. Kenyon, Sally G. Hoskins
Journal of Microbiology and Biology Education (2020) Vol. 21, Iss. 1
Open Access | Times Cited: 10
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