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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:

Advancing Equity in STEM: The Impact Assessment Design Has on Who Succeeds in Undergraduate Introductory Chemistry
Vanessa R. Ralph, Leah J. Scharlott, Adam G. L. Schafer, et al.
JACS Au (2022) Vol. 2, Iss. 8, pp. 1869-1880
Open Access | Times Cited: 24

Showing 24 citing articles:

A Framework for the Integration of Green and Sustainable Chemistry into the Undergraduate Curriculum: Greening Our Practice with Scientific and Engineering Practices
Elizabeth L. Day, Steven J. Petritis, Hunter McFall-Boegeman, et al.
Journal of Chemical Education (2024) Vol. 101, Iss. 5, pp. 1847-1857
Closed Access | Times Cited: 12
Let Us Not Squander the Affordances of LLMs for the Sake of Expedience: Using Retrieval Augmented Generative AI Chatbots to Support and Evaluate Student Reasoning
Melanie M. Cooper, Michael W. Klymkowsky
Journal of Chemical Education (2024) Vol. 101, Iss. 11, pp. 4847-4856
Open Access | Times Cited: 6
Thinking and Learning in Nested Systems: The Classroom Level
Vicente Talanquer, Renée S. Cole, Gregory T. Rushton
Journal of Chemical Education (2024) Vol. 101, Iss. 2, pp. 295-306
Open Access | Times Cited: 5
Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices
Crystal Uminski, Sara M. Burbach, Brian A. Couch
CBE—Life Sciences Education (2024) Vol. 23, Iss. 2
Open Access | Times Cited: 5
Narrowing Achievement Gaps in General Chemistry Courses with and without In-Class Active Learning
Ted M. Clark
Journal of Chemical Education (2023) Vol. 100, Iss. 4, pp. 1494-1504
Closed Access | Times Cited: 12
Examining Educational Debts in Student Preparation for General Chemistry
Klaudja Caushi, Daniela Torres, Binyomin Abrams
Journal of Chemical Education (2024) Vol. 101, Iss. 4, pp. 1425-1434
Closed Access | Times Cited: 4
Participation in a High-Structure General Chemistry Course Increases Student Sense of Belonging and Persistence to Organic Chemistry
Jennifer R. Casey, K. Supriya, Shanna Shaked, et al.
Journal of Chemical Education (2023) Vol. 100, Iss. 8, pp. 2860-2872
Open Access | Times Cited: 9
The Impacts of an Academic Intervention Based in Metacognition on Academic Performance
Holly J. Swanson, Adelola Ojutiku, Bryan M. Dewsbury
Teaching & Learning Inquiry The ISSOTL Journal (2024) Vol. 12
Open Access | Times Cited: 3
Tweaking Instructional Practices Was Not the Answer: How Increasing the Interactivity of a Model-Centered Organic Chemistry Course Affected Student Outcomes
Cara E. Schwarz, Kimberly S. DeGlopper, Brian J. Esselman, et al.
Journal of Chemical Education (2024) Vol. 101, Iss. 6, pp. 2215-2230
Closed Access | Times Cited: 3
Addressing Equity Asymmetries in General Chemistry Outcomes Through an Asset-Based Supplemental Course
Hannah Sevian, Tyson King‐Meadows, Klaudja Caushi, et al.
JACS Au (2023) Vol. 3, Iss. 10, pp. 2715-2735
Open Access | Times Cited: 8
Undergraduate Chemistry and Biology Students’ Use of Causal Mechanistic Reasoning to Explain and Predict Preferential Protein–Ligand Binding Activity
Clare G.-C. Franovic, Keenan Noyes, Jon R. Stoltzfus, et al.
Journal of Chemical Education (2023) Vol. 100, Iss. 5, pp. 1716-1727
Closed Access | Times Cited: 7
Progression toward Causal Mechanistic Reasoning through Phenomenon-Based Learning in Introductory Chemistry
Leah J. Scharlott, Dalton W. Rippey, Vanessa Rosa, et al.
Journal of Chemical Education (2024) Vol. 101, Iss. 3, pp. 777-788
Open Access | Times Cited: 2
Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classrooms
Melanie M. Cooper, Marcos D. Caballero, Justin H. Carmel, et al.
PLoS ONE (2024) Vol. 19, Iss. 5, pp. e0295887-e0295887
Open Access | Times Cited: 2
The Electronic Structure of the Atom: (Mis)Interpretations of Quantum Concepts by Brazilian University Chemistry Students
Silas Goulart da Cunha, Diego de Vargas Dias, Lívia Streit
Journal of Chemical Education (2023) Vol. 100, Iss. 2, pp. 627-637
Closed Access | Times Cited: 5
How Do Instructors Explain The Mechanism by which ATP Drives Unfavorable Processes?
Clare G.-C. Franovic, Nicholas R. Williams, Keenan Noyes, et al.
CBE—Life Sciences Education (2023) Vol. 22, Iss. 4
Open Access | Times Cited: 5
Low-Stakes, Growth-Oriented Testing in Large-Enrollment General Chemistry 1: Formulation, Implementation, and Statistical Analysis
Tricia D. Shepherd, Sean Garrett-Roe
Journal of Chemical Education (2024) Vol. 101, Iss. 8, pp. 3097-3106
Open Access | Times Cited: 1
In the Mix: A Workshop Merging Computational Chemistry and Electrochemistry Alongside Data Science
Rebekah Duke, Amelia Kaye Sweet, Nathan C. Stumme, et al.
Journal of Chemical Education (2024) Vol. 101, Iss. 11, pp. 5060-5067
Closed Access | Times Cited: 1
Characterizing faculty motivation to implement three-dimensional learning
Paul C. Nelson, Rebecca L. Matz, Kinsey Bain, et al.
Disciplinary and Interdisciplinary Science Education Research (2023) Vol. 5, Iss. 1
Open Access | Times Cited: 3
Components Critical to Successful Adoption and Adaptation of CLUE, a Transformed General Chemistry Curriculum
Sonia M. Underwood, Alex T. Kararo, Lynmarie A. Posey, et al.
Journal of Chemical Education (2023) Vol. 100, Iss. 9, pp. 3374-3385
Closed Access | Times Cited: 3
Rethinking (again) Hardy-Weinberg and genetic drift in undergraduate biology
Michael W. Klymkowsky
Frontiers in Genetics (2023) Vol. 14
Open Access | Times Cited: 2
Public exams decrease anxiety and facilitate deeper conceptual thinking
Benjamin L. Wiggins, Leah S. Lily, Carly A. Busch, et al.
bioRxiv (Cold Spring Harbor Laboratory) (2022)
Closed Access | Times Cited: 3
Changing Levels of Bloom’s Taxonomy in Learning Objectives and Exam Questions in First-Semester Introductory Chemistry before and during Adoption of Guided Inquiry
Eileen M. Kowalski, Carolann Koleci, Kenneth J. McDonald
Education Sciences (2024) Vol. 14, Iss. 9, pp. 943-943
Open Access
Are Traditional Chemistry Courses Male-Gendered?
Vicente Talanquer
Journal of Chemical Education (2024) Vol. 102, Iss. 1, pp. 147-154
Closed Access
An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology
Clara L. Meaders, Lilyan Mendez, Alfonso Godínez Aguilar, et al.
CBE—Life Sciences Education (2024) Vol. 24, Iss. 1
Closed Access
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