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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:

An fMRI study of scientists with a Ph.D. in physics confronted with naive ideas in science
Geneviève Allaire‐Duquette, Lorie‐Marlène Brault Foisy, Patrice Potvin, et al.
npj Science of Learning (2021) Vol. 6, Iss. 1
Open Access | Times Cited: 30

Showing 1-25 of 30 citing articles:

Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution
Tim Hartelt, Helge Martens
Journal of Research in Science Teaching (2024) Vol. 61, Iss. 5, pp. 1134-1180
Open Access | Times Cited: 6
Neural Responses to Errors in Models and Their Relevance for Longer Term Learning Among Undergraduate Life Sciences Students
Caron A. C. Clark, Mei Grace Behrendt, Tammy M. Long, et al.
(2025)
Closed Access
Dynamic reconfiguration of brain coactivation states associated with active and lecture-based learning of university physics
Donisha D. Smith, Jessica E. Bartley, Julio A. Peraza, et al.
bioRxiv (Cold Spring Harbor Laboratory) (2025)
Open Access
Response of science learners to contradicting information: a review of research
Patrice Potvin
Studies in Science Education (2021) Vol. 59, Iss. 1, pp. 67-108
Closed Access | Times Cited: 22
Using facial emotion recognition to research emotional phases in an inquiry-based science activity
Ángel Ezquerra, Federico Agen, Radu Bogdan Toma, et al.
Research in Science & Technological Education (2023), pp. 1-24
Closed Access | Times Cited: 8
Does Interference Between Intuitive Conceptions and Scientific Concepts Produce Reliable Inter-individual Differences? A Psychometric Analysis
Peter A. Edelsbrunner
Science & Education (2024)
Open Access | Times Cited: 2
Learning by thinking in natural and artificial minds
Tania Lombrozo
Trends in Cognitive Sciences (2024)
Closed Access | Times Cited: 2
Evolution is the source, and the undoing, of natural law
Carlton Patrick
Evolution and Human Behavior (2023) Vol. 44, Iss. 3, pp. 175-183
Closed Access | Times Cited: 4
An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework
Patrice Potvin, Pierre Chastenay, François Thibault, et al.
Disciplinary and Interdisciplinary Science Education Research (2023) Vol. 5, Iss. 1
Open Access | Times Cited: 4
Role of inhibition in overcoming interferences of misconception under similar feature saliency: An eye-tracking study of the projectile motion problem
Yanrou Wen, JiaBei Lin, Yue Ming, et al.
Physical Review Physics Education Research (2024) Vol. 20, Iss. 2
Open Access | Times Cited: 1
Inhibitory control involvement in overcoming the position-velocity indiscrimination misconception among college physics majors
JiaBei Lin, Yuting Xing, Yudi Hu, et al.
Physical Review Physics Education Research (2023) Vol. 19, Iss. 1
Open Access | Times Cited: 3
A Conceptual Model for Meeting the Needs of Adult Learners in Distance Education and E-Learning
Anne Fensie
International Journal of Advanced Corporate Learning (iJAC) (2023) Vol. 16, Iss. 2, pp. 37-56
Open Access | Times Cited: 3
Persistence of the “Moving Things Are Alive” Heuristic into Adulthood: Evidence from EEG
Yannick Skelling-Desmeules, Lorie‐Marlène Brault Foisy, Patrice Potvin, et al.
CBE—Life Sciences Education (2021) Vol. 20, Iss. 3, pp. ar45-ar45
Open Access | Times Cited: 7
Tempering the tension between science and intuition
Andrew Shtulman, Andrew G. Young
Cognition (2023) Vol. 243, pp. 105680-105680
Closed Access | Times Cited: 2
Interference between naïve and scientific theories in mathematics and science: An fMRI study comparing mathematicians and non-mathematicians
Michaela A. Meier, Dennis Wambacher, Stephan Vogel, et al.
Trends in Neuroscience and Education (2022) Vol. 29, pp. 100194-100194
Open Access | Times Cited: 4
Neural and Cognitive Underpinnings of Counterintuitive Science and Math Reasoning in Adolescence
Iroise Dumontheil, Annie Brookman‐Byrne, Andrew Tolmie, et al.
Journal of Cognitive Neuroscience (2022), pp. 1-25
Open Access | Times Cited: 3
Mieux comprendre les mécanismes cérébraux d’apprentissage pour faciliter la mise en application des connaissances issues de la recherche et favoriser la réussite scolaire des élèves
Lorie‐Marlène Brault Foisy
Cortica (2022) Vol. 1, Iss. 1, pp. 219-235
Open Access | Times Cited: 3
Mental networks: a unified model of vmPFC function
Lorin Friesen
(2024)
Open Access
Relation of life sciences students’ metacognitive monitoring to neural activity during biology error detection
Mei Grace Behrendt, Carrie Clark, McKenna Elliott, et al.
npj Science of Learning (2024) Vol. 9, Iss. 1
Open Access
Individual variation in undergraduate student metacognitive monitoring and error detection during biology model evaluation
Joseph Dauer, Mei Grace Behrendt, McKenna Elliott, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Conflicting Views of Nature and Their Impact on Evolution Understanding
Andrew Shtulman
Science & Education (2024)
Open Access
Correlation of Reaction Time Differences in Naïve vs. Scientific Concept Conflict Task with the Stroop Interference Effect: Exploring the Concepts that “Moving Things are Alive” or “Stationary Things are Not”
Yuki Harada, Sakura Hino
Mind Brain and Education (2024) Vol. 18, Iss. 4, pp. 417-426
Open Access
Could recent advances and new perspectives in science education and conceptual change improve public understanding of science?
Patrice Potvin, Michel Bélanger
Frontiers in Communication (2024) Vol. 9
Open Access
Rooting out teaching-learning difficulties of plant nutrition: a systematic literature review
Oier Pedrera, Oihana Barrutia, José Ramón Díez
Studies in Science Education (2024), pp. 1-36
Closed Access
Exploring the Impact of a Task-specific Warning to Overcome Intuitive Interference: Humble Lesson on How to Teach in the Context of Representational Plurality
Reuven Babai, Geneviève Allaire‐Duquette
Science & Education (2024)
Closed Access
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