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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:

On the Goals of Epistemic Education: Promoting Apt Epistemic Performance
Sarit Barzilai, Clark A. Chinn
Journal of the Learning Sciences (2017) Vol. 27, Iss. 3, pp. 353-389
Closed Access | Times Cited: 162

Showing 1-25 of 162 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: 156
Can science literacy help individuals identify misinformation in everyday life?
Aviv J. Sharon, Ayelet Baram‐Tsabari
Science Education (2020) Vol. 104, Iss. 5, pp. 873-894
Closed Access | Times Cited: 148
Learning to collaborate while collaborating: advancing interdisciplinary sustainability research
Rebecca Freeth, Guido Caniglia
Sustainability Science (2019) Vol. 15, Iss. 1, pp. 247-261
Closed Access | Times Cited: 130
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
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
Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues
Andreani Baytelman, Kalypso Iordanou, Constantinos P. Constantinou
Journal of Research in Science Teaching (2020) Vol. 57, Iss. 8, pp. 1199-1227
Open Access | Times Cited: 81
Psychological foundations of emerging technologies for teaching and learning in higher education
Helen Crompton, Matthew L. Bernacki, Jeffrey A. Greene
Current Opinion in Psychology (2020) Vol. 36, pp. 101-105
Closed Access | Times Cited: 75
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
Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game
Sarit Barzilai, Shiri Mor-Hagani, Fayez Abed, et al.
Computers & Education (2023) Vol. 202, pp. 104832-104832
Closed Access | Times Cited: 28
Beyond disciplinary engagement: Researching the ecologies of interdisciplinary learning
Lina Markauskaitė, Baruch B. Schwarz, Crina Damşa, et al.
Journal of the Learning Sciences (2024), pp. 1-29
Open Access | Times Cited: 8
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
Developing scientific decision making by structuring and supporting student agency
N. G. Holmes, Benjamin Keep, Carl Wieman
Physical Review Physics Education Research (2020) Vol. 16, Iss. 1
Open Access | Times Cited: 59
Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing
Thomas M. Philip, Pratim Sengupta
Journal of the Learning Sciences (2020) Vol. 30, Iss. 2, pp. 330-349
Open Access | Times Cited: 59
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
Supporting students' meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches
Li Ke, Christina V. Schwarz
Journal of Research in Science Teaching (2020) Vol. 58, Iss. 3, pp. 335-365
Closed Access | Times Cited: 52
“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: 46
Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies
Julia Schiefer, Peter A. Edelsbrunner, Andrea Bernholt, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 3, pp. 1541-1575
Open Access | Times Cited: 34
Cultivating epistemic empathy in preservice teacher education
Lama Z. Jaber, Sherry A. Southerland, Felisha Dake
Teaching and Teacher Education (2018) Vol. 72, pp. 13-23
Closed Access | Times Cited: 57
Learning by arguing
Kalypso Iordanou, Deanna Kuhn, Flora Albuquerque Matos, et al.
Learning and Instruction (2019) Vol. 63, pp. 101207-101207
Open Access | Times Cited: 53
Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students
Yuqin Yang, Jan van Aalst, Carol K. K. Chan
American Educational Research Journal (2019) Vol. 57, Iss. 3, pp. 1241-1289
Open Access | Times Cited: 48
Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises
Michael Sailer, Matthias Stadler, Elouise Botes, et al.
European Journal of Psychology of Education (2021) Vol. 37, Iss. 1, pp. 279-292
Open Access | Times Cited: 35
Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum
Ashlyn E. Pierson, Corey Brady, Douglas B. Clark, et al.
Cognition and Instruction (2022) Vol. 41, Iss. 2, pp. 125-157
Closed Access | Times Cited: 25
Opportunities and hindrances for promoting interdisciplinary learning in schools
Baruch B. Schwarz, Einat Heyd‐Metzuyanim, Boris Koichu, et al.
Journal of the Learning Sciences (2024) Vol. 33, Iss. 2, pp. 242-283
Open Access | Times Cited: 5
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
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