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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:

Teaching chemistry through contemporary research versus using a historical approach
Ron Blonder, Rachel Mamlok‐Naaman
Chemistry Teacher International (2019)
Open Access | Times Cited: 16

Showing 16 citing articles:

Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions
Jorge Rodríguez, Lizethly Cáceres-Jensen, Tatiana Díaz, et al.
Chemistry Education Research and Practice (2020) Vol. 21, Iss. 2, pp. 638-654
Closed Access | Times Cited: 46
A Computational Chemistry Course for Teachers: From Research Laboratories to High-School Chemistry Teaching
Tamar Traube, Ron Blonder
Journal of Chemical Education (2023) Vol. 100, Iss. 11, pp. 4360-4368
Open Access | Times Cited: 9
Concept mapping and conceptual change texts: a constructivist approach to address the misconceptions in nanoscale science and technology
Muhammad Naeem Sarwar, Asif Shahzad, Zaka Ullah, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 3
Exploring Science Literature: Integrating Chemistry Research with Chemical Education
Ronald L. Reyes
Journal of Chemical Education (2023) Vol. 100, Iss. 6, pp. 2303-2311
Closed Access | Times Cited: 8
«Catalysis: a unified approach»: a new course in catalysis science and technology
Mario Pagliaro
Journal of Flow Chemistry (2020) Vol. 11, Iss. 1, pp. 53-58
Closed Access | Times Cited: 15
Supporting the Relevance of Chemistry Education through Sustainable Ionic Liquids Context: A Research-Based Design Approach
Johannes Pernaa, Vilja Kämppi, Maija Aksela
Sustainability (2022) Vol. 14, Iss. 10, pp. 6220-6220
Open Access | Times Cited: 9
The emergence of a new inclusive meta-scientific genre; ‘the Bigger Picture’
Kallia Katsampoxaki-Hodgetts
Journal of English for Academic Purposes (2022) Vol. 57, pp. 101114-101114
Closed Access | Times Cited: 8
Editorial: Computational science and STEM education
Jorge Rodríguez, Johannes Pernaa
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 2
Promoting institutional collaboration through a joint project-based learning course: a case study of upper secondary school and university students’ experienced relevance
Topias Ikävalko, Johannes Pernaa, Outi Haatainen, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Promoting Institutional Cooperation through a Joint Project-Based Learning Course: A Case Study of Upper-Secondary School and University Students’ Experienced Relevance
Topias Ikävalko, Johannes Pernaa, Outi Haatainen, et al.
(2023)
Open Access | Times Cited: 1
Incorporating research literature and chemistry textbooks in 5E instructional model to reveal ambiguous oxidation state formalism of CuS for pre-service science teachers
Irudhayaraj Savarimuthu, S. Maria Josephine Arokia Marie
Chemistry Teacher International (2022) Vol. 4, Iss. 1, pp. 103-115
Open Access | Times Cited: 2
What contents from the history of chemistry are estimated as useful for chemistry lessons – attitudes of chemistry teachers
Vesna Milanović, Dragica Trivić, Biljana Tomašević
Research in Science & Technological Education (2021) Vol. 41, Iss. 3, pp. 1101-1116
Closed Access | Times Cited: 2
Investigation of the Effects of a Situated Learning Digital Game on Mathematics Education at the Primary School Level
Mariana Rocha
(2020)
Closed Access | Times Cited: 1
The rise and fall of the phlogiston theory: a tool to explain the use of models in science education
Rachel Mamlok‐Naaman
Chemistry Teacher International (2023) Vol. 5, Iss. 3, pp. 325-330
Open Access
Conceptual Change Framework of Instruction Model in Teaching Chemistry to Undergraduate Students
Ammara Balqees, Ifrah Shadab, Shamim Ullah
Pakistan Social Sciences Review (2023) Vol. 7, Iss. IV
Open Access
Women’s leadership in chemistry education: An interview with Rachel Mamlok-Naaman
Ron Blonder
International Journal of Physics & Chemistry Education (2021) Vol. 13, Iss. 2, pp. 25-32
Open Access
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