
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:
Interpretation of the Reality in Environmental Education: Identification of Mono-, Multi-, Inter-, Trans-Disciplinary and Inter-Epistemic Experiences
Julio César Tovar‐Gálvez
Interdisciplinary Journal of Environmental and Science Education (2022) Vol. 18, Iss. 3, pp. e2274-e2274
Open Access | Times Cited: 3
Julio César Tovar‐Gálvez
Interdisciplinary Journal of Environmental and Science Education (2022) Vol. 18, Iss. 3, pp. e2274-e2274
Open Access | Times Cited: 3
Showing 3 citing articles:
Promoting Physical (Ecological) Literacy through Physical Education: Everyone’s Response-ability in a World Gasping for Air
Jacqui Peters
Australian Journal of Environmental Education (2025), pp. 1-17
Closed Access
Jacqui Peters
Australian Journal of Environmental Education (2025), pp. 1-17
Closed Access
Instructors use of high leverage practices and tools in environmental service-learning courses
Byung‐Yeol Park, Rebecca Campbell‐Montalvo, Todd Campbell, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Byung‐Yeol Park, Rebecca Campbell‐Montalvo, Todd Campbell, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Interpretation of Reality in Sustainability Processes: Dialogues in the Framework of Global Warming
Wesles Sedano Aguilar
Interdisciplinary Journal of Environmental and Science Education (2022) Vol. 18, Iss. 3, pp. e2293-e2293
Open Access | Times Cited: 2
Wesles Sedano Aguilar
Interdisciplinary Journal of Environmental and Science Education (2022) Vol. 18, Iss. 3, pp. e2293-e2293
Open Access | Times Cited: 2