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:

Science Education International

Science education international (2019)
Open Access | Times Cited: 1052

Showing 1-25 of 1052 citing articles:

A conceptual framework for integrated STEM education
Todd R. Kelley, J. Geoff Knowles
International Journal of STEM Education (2016) Vol. 3, Iss. 1
Open Access | Times Cited: 1359
Formative Assessment: Assessment Is for Self-regulated Learning
Ian Clark
Educational Psychology Review (2012) Vol. 24, Iss. 2, pp. 205-249
Closed Access | Times Cited: 597
The Nature of Science Education for Enhancing Scientific Literacy
Jack Holbrook, Miia Rannikmäe
International Journal of Science Education (2007) Vol. 29, Iss. 11, pp. 1347-1362
Open Access | Times Cited: 493
The meaning of ‘relevance’ in science education and its implications for the science curriculum
Marc Stuckey, Avi Hofstein, Rachel Mamlok‐Naaman, et al.
Studies in Science Education (2013) Vol. 49, Iss. 1, pp. 1-34
Closed Access | Times Cited: 431
A review of research on metacognition in science education: current and future directions
Anat Zohar, Sarit Barzilai
Studies in Science Education (2013) Vol. 49, Iss. 2, pp. 121-169
Closed Access | Times Cited: 359
Teachers’ roles and identities in student-centered classrooms
Leslie S. Keiler
International Journal of STEM Education (2018) Vol. 5, Iss. 1
Open Access | Times Cited: 357
Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction
Larry D. Yore, David F. Treagust
International Journal of Science Education (2005) Vol. 28, Iss. 2-3, pp. 291-314
Open Access | Times Cited: 353
Theory to reality: a few issues in implementing problem-based learning
Woei Hung
Educational Technology Research and Development (2011) Vol. 59, Iss. 4, pp. 529-552
Closed Access | Times Cited: 326
SOCIETAL ISSUES AND THEIR IMPORTANCE FOR CONTEMPORARY SCIENCE EDUCATION—A PEDAGOGICAL JUSTIFICATION AND THE STATE-OF-THE-ART IN ISRAEL, GERMANY, AND THE USA
Avi Hofstein, Ingo Eilks, Rodger W. Bybee
International Journal of Science and Mathematics Education (2011) Vol. 9, Iss. 6, pp. 1459-1483
Closed Access | Times Cited: 298
Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung
Jesper Sjöström, Ingo Eilks
Innovations in science education and technology (2017), pp. 65-88
Open Access | Times Cited: 202
A systematic mapping review of augmented reality applications to support STEM learning in higher education
Stylianos Mystakidis, Athanasios Christopoulos, Νικόλαος Πέλλας
Education and Information Technologies (2021) Vol. 27, Iss. 2, pp. 1883-1927
Open Access | Times Cited: 194
College Students’ Time Management: a Self-Regulated Learning Perspective
Christopher A. Wolters, Anna C. Brady
Educational Psychology Review (2020) Vol. 33, Iss. 4, pp. 1319-1351
Closed Access | Times Cited: 168
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM
Jessica R. Gladstone, Andrei Cimpian
International Journal of STEM Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 117
The effectiveness of education for sustainable development revisited – a longitudinal study on secondary students’ action competence for sustainability
Daniel Olsson, Niklas Gericke, Jelle Boeve‐de Pauw
Environmental Education Research (2022) Vol. 28, Iss. 3, pp. 405-429
Open Access | Times Cited: 94
Online Teaching in K-12 Education in the United States: A Systematic Review
Carla C. Johnson, Janet B. Walton, Lacey Strickler, et al.
Review of Educational Research (2022) Vol. 93, Iss. 3, pp. 353-411
Closed Access | Times Cited: 76
The rejection of the NGSS in Georgia: social covenants as contextual mitigating factors
Katie L. Brkich, Alejandro José Gallard M., Wesley Pitts, et al.
Cultural Studies of Science Education (2025)
Closed Access | Times Cited: 1
A Critical Analysis of Research in Environmental Education
Paul Hart, Kathleen Nolan
Studies in Science Education (1999) Vol. 34, Iss. 1, pp. 1-69
Closed Access | Times Cited: 278
Nature experience and its importance for environmental knowledge, values and action: recent German empirical contributions
Susanne Bögeholz
Environmental Education Research (2006) Vol. 12, Iss. 1, pp. 65-84
Closed Access | Times Cited: 193
Adolescents’ attitudes towards nature and environment: Quantifying the 2-MEV model
Franz X. Bogner, Michael Wiseman
The Environmentalist (2006) Vol. 26, Iss. 4, pp. 247-254
Closed Access | Times Cited: 188
The Effects of Children's Age and Sex on Acquiring Pro-Environmental Attitudes Through Environmental Education
Anne K. Liefländer, Franz X. Bogner
The Journal of Environmental Education (2014) Vol. 45, Iss. 2, pp. 105-117
Closed Access | Times Cited: 174
Factors Affecting Junior High School Students' Interest in Physics
Ricardo Trumper
Journal of Science Education and Technology (2006) Vol. 15, Iss. 1, pp. 47-58
Open Access | Times Cited: 171
The Effect of Flemish Eco‐Schools on Student Environmental Knowledge, Attitudes, and Affect
Jelle Boeve‐de Pauw, Peter Van Petegem
International Journal of Science Education (2011) Vol. 33, Iss. 11, pp. 1513-1538
Open Access | Times Cited: 162
Geoscience education: an overview
Chris King
Studies in Science Education (2008) Vol. 44, Iss. 2, pp. 187-222
Closed Access | Times Cited: 156
ENHANCING STUDENTS’ PROBLEM-SOLVING SKILLS THROUGH CONTEXT-BASED LEARNING
Kuang Chao Yu, Szu-Chun Fan, Kuen‐Yi Lin
International Journal of Science and Mathematics Education (2014) Vol. 13, Iss. 6, pp. 1377-1401
Closed Access | Times Cited: 148
The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study
Dawne Irving-Bell
International Journal of Technology and Design Education (2015) Vol. 26, Iss. 1, pp. 61-79
Closed Access | Times Cited: 145
Page 1 - Next Page

Scroll to top