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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:

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

Showing 1-25 of 56 citing articles:

A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems
Sarit Barzilai, Clark A. Chinn
Educational Psychologist (2020) Vol. 55, Iss. 3, pp. 107-119
Open Access | Times Cited: 155
Spread of misinformation on social media: What contributes to it and how to combat it
Sijing Chen, Lu Xiao, Akit Kumar
Computers in Human Behavior (2022) Vol. 141, pp. 107643-107643
Closed Access | Times Cited: 91
Education for a “Post-Truth” World: New Directions for Research and Practice
Clark A. Chinn, Sarit Barzilai, Ravit Golan Duncan
Educational Researcher (2020) Vol. 50, Iss. 1, pp. 51-60
Closed Access | Times Cited: 110
Literacy for Digital Futures
Kathy A. Mills, Len Unsworth, Laura Scholes
(2022)
Open Access | Times Cited: 46
What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?
Jeffrey A. Greene
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 3011-3035
Open Access | Times Cited: 40
Confronting the post‐truth phenomenon in literacy education: The need for a critical media epistemology
Benjamin N. Lathrop
Journal of Adolescent & Adult Literacy (2025)
Open Access | Times Cited: 1
Metacognition matters in many ways
Deanna Kuhn
Educational Psychologist (2021) Vol. 57, Iss. 2, pp. 73-86
Closed Access | Times Cited: 51
“Fake News” or Real Science? Critical Thinking to Assess Information on COVID-19
Blanca Puig Mauriz, Paloma Blanco-Anaya, Jorge José Pérez Maceira
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 45
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
Supporting strategic and meta-strategic development of argument skill: the role of reflection
Kalypso Iordanou
Metacognition and Learning (2022) Vol. 17, Iss. 2, pp. 399-425
Open Access | Times Cited: 23
The AIR and Apt-AIR Frameworks of Epistemic Performance and Growth: Reflections on Educational Theory Development
Sarit Barzilai, Clark A. Chinn
Educational Psychology Review (2024) Vol. 36, Iss. 3
Open Access | Times Cited: 5
Elementary Students' Metacognitive Knowledge of Epistemic Criteria
Danielle Murphy, Ravit Golan Duncan, Clark A. Chinn, et al.
Journal of Research in Science Teaching (2025)
Open Access
Untangling Trustworthiness and Uncertainty in Science
Beth A. Covitt, Charles Anderson
Science & Education (2022) Vol. 31, Iss. 5, pp. 1155-1180
Open Access | Times Cited: 19
Preparing students for the modern information landscape and navigating science–technology–society issues
Jerrid Kruse, Sarah Voss, Jaclyn Easter, et al.
Journal of Research in Science Teaching (2024)
Closed Access | Times Cited: 4
Public agreement with misinformation about wind farms
Kevin Winter, Matthew J. Hornsey, Lotte Pummerer, et al.
Nature Communications (2024) Vol. 15, Iss. 1
Open Access | Times Cited: 4
When will they know what they don’t know? Political knowledge and the infamous “Unskilled and Unaware” effect
Pascal Alscher, Ulrich Ludewig, Ruben Kleinkorres, et al.
Contemporary Educational Psychology (2025), pp. 102370-102370
Open Access
Post-Truth and Education
Liliana Valladares
Science & Education (2021) Vol. 31, Iss. 5, pp. 1311-1337
Open Access | Times Cited: 24
Educating Critical Citizens to Face Post-truth: The Time Is Now
María Pilar Jiménez‐Aleixandre, Blanca Puig Mauriz
Contributions from biology education research (2022), pp. 3-19
Closed Access | Times Cited: 17
Trends and research outcomes of technology-based interventions for complex thinking development in higher education: A review of scientific publications
Azeneth Patiño, María Soledad, Gerardo Ibarra-Vázquez
Contemporary Educational Technology (2023) Vol. 15, Iss. 4, pp. ep447-ep447
Open Access | Times Cited: 9
When Will They Know What They Don't Know? - Political Knowledge and the Infamous Dunning-Kruger Effect
Pascal Alscher, Ulrich Ludewig, Ruben Kleinkorres, et al.
(2024)
Open Access | Times Cited: 3
Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model
Jeffrey A. Greene
Metacognition and Learning (2021) Vol. 16, Iss. 3, pp. 651-666
Closed Access | Times Cited: 20
Responding to climate change ‘controversy’ in schools: Philosophy for Children, place-responsive pedagogies & Critical Indigenous Pedagogy
Jennifer Bleazby, Simone Thornton, Gilbert Burgh, et al.
Educational Philosophy and Theory (2022) Vol. 55, Iss. 10, pp. 1096-1108
Closed Access | Times Cited: 14
Practical reasoning and decision making in science: Struggles for truth
Richard A. Duschl
Educational Psychologist (2020) Vol. 55, Iss. 3, pp. 187-192
Closed Access | Times Cited: 21
Yes but: developing a critical stance toward evidence
Deanna Kuhn, Daniel M. Lerman
International Journal of Science Education (2021) Vol. 43, Iss. 7, pp. 1036-1053
Closed Access | Times Cited: 19
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science
Chia‐Hui Cheng, Ivar Bråten, Fang‐Ying Yang, et al.
Journal of Research in Science Teaching (2021) Vol. 58, Iss. 7, pp. 980-1009
Open Access | Times Cited: 18
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