Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Teacher noticing in science education: do you see what I see?
Kennedy Kam Ho Chan, Lihua Xu, Rebecca Cooper, et al.
Studies in Science Education (2020) Vol. 57, Iss. 1, pp. 1-44
Closed Access | Times Cited: 91

Showing 1-25 of 91 citing articles:

Professional Vision of Preservice and In‐Service Biology Teachers: Tacit Knowledge About Teaching and Learning in Relation to Student Conceptions in Evolution Lessons
Jens Steinwachs, Helge Martens
Science Education (2025)
Open Access | Times Cited: 1
A multidimensional adapted process model of teaching
Riitta‐Leena Metsäpelto, Anna‐Maija Poikkeus, Mirva Heikkilä, et al.
Educational Assessment Evaluation and Accountability (2021) Vol. 34, Iss. 2, pp. 143-172
Open Access | Times Cited: 50
Developing deep learning in science classrooms: Tactics to manage epistemic uncertainty during whole‐class discussion
Ying‐Chih Chen, Ratrapee Techawitthayachinda
Journal of Research in Science Teaching (2021) Vol. 58, Iss. 8, pp. 1083-1116
Closed Access | Times Cited: 41
Bridging the Gap Between Qualitative and Quantitative Assessment in Science Education Research with Machine Learning — A Case for Pretrained Language Models-Based Clustering
Peter Wulff, David Buschhüter, Andrea Westphal, et al.
Journal of Science Education and Technology (2022) Vol. 31, Iss. 4, pp. 490-513
Open Access | Times Cited: 34
Enhancing writing analytics in science education research with machine learning and natural language processing—Formative assessment of science and non-science preservice teachers’ written reflections
Peter Wulff, Andrea Westphal, Lukas Mientus, et al.
Frontiers in Education (2023) Vol. 7
Open Access | Times Cited: 18
Utilizing a Pretrained Language Model (BERT) to Classify Preservice Physics Teachers’ Written Reflections
Peter Wulff, Lukas Mientus, Anna K. Nowak, et al.
International Journal of Artificial Intelligence in Education (2022) Vol. 33, Iss. 3, pp. 439-466
Open Access | Times Cited: 27
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse
Gaowei Chen, Carol K. K. Chan
Learning Culture and Social Interaction (2022) Vol. 33, pp. 100609-100609
Closed Access | Times Cited: 26
Signals from Staff Notes: Investigating Diachronous Messages for Being a Laboratory Teaching Assistant
Claudia Miller, Mengyang Wu
Journal of Chemical Education (2025)
Closed Access
Exploring the Attending and Interpretation of Three Science and Engineering Practices Among Secondary Science Teachers
Yuxi Huang, Julie A. Luft, Hong H. Tran, et al.
International Journal of Science and Mathematics Education (2025)
Open Access
Designing Performance-Based Professional Development: Stakeholder Views on Essential Competencies and Approaches
Heather Howell, A. Bhatia, Eowyn P. O’Dwyer, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 204-204
Open Access
Development of self-learning modules to foster the basic science process skills acquisition
Gabriela Roa‐Morales, Maria Teresa M. Fajardo
International Journal of Research Studies in Education (2025) Vol. 14, Iss. 4
Closed Access
A Review of Analytic Frameworks for Noticing in Mathematics and Science: Comparing Noticing Frameworks Across Disciplines and over Time
Julie M. Amador, Tracy L. Weston
International Journal of Science and Mathematics Education (2024) Vol. 22, Iss. 8, pp. 1739-1760
Open Access | Times Cited: 3
Teacher Noticing for Supporting Students’ Epistemic Agency in Science Sensemaking Discussions
Christina Krist, Nessrine Machaka, Dan Voss, et al.
Journal of Science Teacher Education (2023) Vol. 34, Iss. 8, pp. 799-819
Closed Access | Times Cited: 8
Talking Science
Yılmaz Soysal
Science & Education (2020) Vol. 30, Iss. 1, pp. 33-65
Closed Access | Times Cited: 21
An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
Meg Farrell, Monika Martin, Alexander Renkl, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 12
A critical review of studies using the pedagogical content knowledge map approach
Kennedy Kam Ho Chan
International Journal of Science Education (2022) Vol. 44, Iss. 3, pp. 487-513
Closed Access | Times Cited: 12
Pre-Service Teachers Notice Student Thinking: Then What?
Tara Barnhart, Heather Johnson, Miray Tekkumru‐Kisa
Journal of Teacher Education (2024) Vol. 76, Iss. 1, pp. 57-70
Open Access | Times Cited: 2
Using Videos as a Tool for Self-Reflection: The Nature of In-Service Elementary Teachers’ Reflections on Their Ability to Facilitate Argumentation-Focused Discussions in a Simulated Classroom
Jamie N. Mikeska, Pamela Lottero-Perdue, Devon Kinsey
Journal of Science Education and Technology (2024) Vol. 33, Iss. 3, pp. 316-332
Closed Access | Times Cited: 2
Integration of topic-specific pedagogical content knowledge components in secondary school science teachers’ reflections on biology lessons
Thumah Mapulanga, Yaw Ameyaw, Gilbert Nshogoza, et al.
Discover Education (2024) Vol. 3, Iss. 1
Open Access | Times Cited: 2
Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities
Anna Maria Arias, Sarah Fick, Amanda Benedict‐Chambers
Teaching and Teacher Education (2024) Vol. 144, pp. 104585-104585
Closed Access | Times Cited: 2
Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis
Meg Farrell, Monika Martin, Ricardo Böheim, et al.
Instructional Science (2024) Vol. 52, Iss. 6, pp. 879-917
Open Access | Times Cited: 2
Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience
Christoph Vogelsang, Christoph Kulgemeyer, Josef Riese
Education Sciences (2022) Vol. 12, Iss. 7, pp. 479-479
Open Access | Times Cited: 12
The subject matters for the professional vision of classroom management: an exploratory study with biology and mathematics expert teachers
Rebekka Stahnke, Marita Friesen
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 6
Eliciting and working with student thinking: Preservice science teachers' enactment of core practices when orchestrating collaborative group work
Kennedy Kam Ho Chan
Journal of Research in Science Teaching (2022) Vol. 60, Iss. 5, pp. 1014-1052
Open Access | Times Cited: 10
Situating video as context for teacher learning
Joshua A. Danish, Heather Johnson, Celeste Nicholas, et al.
Learning Culture and Social Interaction (2021) Vol. 30, pp. 100542-100542
Closed Access | Times Cited: 14
Page 1 - Next Page

Scroll to top