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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:

Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations
Eva Thomm, Sarit Barzilai, Rainer Bromme
Learning and Instruction (2017) Vol. 52, pp. 15-26
Closed Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence
Ravit Golan Duncan, Clark A. Chinn, Sarit Barzilai
Journal of Research in Science Teaching (2018) Vol. 55, Iss. 7, pp. 907-937
Closed Access | Times Cited: 126
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science
Dorothe Kienhues, Regina Jucks, Rainer Bromme
Educational Psychologist (2020) Vol. 55, Iss. 3, pp. 144-154
Closed Access | Times Cited: 68
Knowledge about the nature of science increases public acceptance of science regardless of identity factors
Deena Skolnick Weisberg, Asheley R. Landrum, Jesse Hamilton, et al.
Public Understanding of Science (2020) Vol. 30, Iss. 2, pp. 120-138
Closed Access | Times Cited: 62
Disagreeing about how to know: The instructional value of explorations into knowing
Clark A. Chinn, Sarit Barzilai, Ravit Golan Duncan
Educational Psychologist (2020) Vol. 55, Iss. 3, pp. 167-180
Closed Access | Times Cited: 56
Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources
Sarit Barzilai, Eva Thomm, Talia Shlomi-Elooz
Learning and Instruction (2020) Vol. 69, pp. 101367-101367
Closed Access | Times Cited: 48
Attacking science on social media: How user comments affect perceived trustworthiness and credibility
Lukas Gierth, Rainer Bromme
Public Understanding of Science (2019) Vol. 29, Iss. 2, pp. 230-247
Open Access | Times Cited: 46
Why do scientists disagree? Explaining and improving measures of the perceived causes of scientific disputes
Nathan F. Dieckmann, Branden B. Johnson
PLoS ONE (2019) Vol. 14, Iss. 2, pp. e0211269-e0211269
Open Access | Times Cited: 32
Knowledge and information credibility evaluation strategies regarding COVID-19: A cross-sectional study
Anat Amit Aharon, Angela Ruban, Ilana Dubovi
Nursing Outlook (2020) Vol. 69, Iss. 1, pp. 22-31
Open Access | Times Cited: 29
Researching epistemic beliefs in history education: A review
Gerhard Stoel, Albert Logtenberg, Martin Nitsche
Historical Encounters A journal of historical consciousness historical cultures and history education (2022) Vol. 9, Iss. 1, pp. 11-34
Open Access | Times Cited: 17
Constraints and Affordances of Online Engagement With Scientific Information—A Literature Review
Friederike Hendriks, Elisabeth Mayweg-Paus, Mark Felton, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 21
On the benefits of ‘doing science’: Does integrative writing about scientific controversies foster epistemic beliefs?
Tom Rosman, Anne‐Kathrin Mayer, Samuel Merk, et al.
Contemporary Educational Psychology (2019) Vol. 58, pp. 85-101
Open Access | Times Cited: 20
Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity
Geerte M. Savenije, Bjorn Wansink, Albert Logtenberg
Teaching and Teacher Education (2022) Vol. 112, pp. 103654-103654
Open Access | Times Cited: 12
Specificity of epistemic beliefs across school subject domains
Detlef Urhahne, Kerstin Kremer
Educational Psychology (2023) Vol. 43, Iss. 2-3, pp. 99-118
Open Access | Times Cited: 6
Americans’ views of scientists’ motivations for scientific work
Branden B. Johnson, Nathan F. Dieckmann
Public Understanding of Science (2019) Vol. 29, Iss. 1, pp. 2-20
Closed Access | Times Cited: 18
The role of beliefs regarding the uncertainty of knowledge and mental effort as indicated by pupil dilation in evaluating scientific controversies
Fabian Lang, Yvonne Kammerer, Kerstin Oschatz, et al.
International Journal of Science Education (2020) Vol. 42, Iss. 3, pp. 350-371
Closed Access | Times Cited: 12
How people decide who is correct when groups of scientists disagree
Branden B. Johnson, Marcus Mayorga, Nathan F. Dieckmann
Risk Analysis (2023) Vol. 44, Iss. 4, pp. 918-938
Open Access | Times Cited: 4
Grasping Psychological Evidence: Integrating Evidentiary Practices in Psychology Instruction
Gideon Dishon, Sarit Barzilai, Johnatan Verissimo Yanai
Cognition and Instruction (2023) Vol. 42, Iss. 1, pp. 56-91
Open Access | Times Cited: 4
Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies
Fabian Lang, Yvonne Kammerer, Kathleen Stürmer, et al.
European Journal of Psychology of Education (2020) Vol. 36, Iss. 1, pp. 125-146
Open Access | Times Cited: 10
Reflecting on the use and abuse of scientific data facilitates students’ ethical and epistemological development
Susan M. Howitt, A. N. Wilson
Science Education (2018) Vol. 102, Iss. 3, pp. 571-592
Open Access | Times Cited: 11
Designing learning environments to promote competent lay engagement with science
Clark A. Chinn, Susan A. Yoon, Huma Hussain‐Abidi, et al.
European Journal of Education (2023) Vol. 58, Iss. 3, pp. 407-421
Closed Access | Times Cited: 3
How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts
Steffen Gottschling, Yvonne Kammerer, Eva Thomm, et al.
International Journal of Science Education Part B (2020) Vol. 10, Iss. 4, pp. 335-354
Open Access | Times Cited: 7
Why do experts disagree? The development of a taxonomy
Kristine Deroover, Simon Knight, Paul F. Burke, et al.
Public Understanding of Science (2022) Vol. 32, Iss. 2, pp. 224-246
Open Access | Times Cited: 3
Applying the Grasp-of-Evidence Framework to Design and Evaluate Epistemically Complex Learning Environments
Clark A. Chinn, Ravit Golan Duncan, Na’ama Y. Av-Shalom
Information and Technology in Education and Learning (2021) Vol. 1, Iss. 1, pp. Inv-p004
Open Access | Times Cited: 4
Test zur Einschätzung wissenschaftlicher Widersprüche (TEWI): Messung wissenschaftsbezogenen Reflexionsvermögens in der Sekundarstufe II
Jochen Kramer, Eva Thomm, Kerstin Oschatz-Grant, et al.
Zeitschrift für Erziehungswissenschaft (2021) Vol. 24, Iss. 6, pp. 1525-1548
Open Access | Times Cited: 3
The Role of Evidence Evaluation in Critical Thinking: Fostering Epistemic Vigilance
Ravit Golan Duncan, Veronica L. Cavera, Clark A. Chinn
Contributions from biology education research (2022), pp. 75-92
Closed Access | Times Cited: 2
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