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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:

Science education with multilingual learners: Equity as access and equity as transformation
Scott E. Grapin, Ashlyn E. Pierson, María González‐Howard, et al.
Science Education (2023) Vol. 107, Iss. 4, pp. 999-1032
Open Access | Times Cited: 25

Showing 25 citing articles:

Beyond Language Barriers: Allowing Multiple Languages in Postsecondary Chemistry Classes Through Multilingual Machine Learning
Paul P. Martin, Nicole Graulich
Journal of Science Education and Technology (2024) Vol. 33, Iss. 3, pp. 333-348
Open Access | Times Cited: 9
Language Views for Scientific Sensemaking Matter: A Synthesis of Research on Multilingual Students’ Experiences with Science Practices Through a Translanguaging Lens
María González‐Howard, Sage Andersen, Karina Méndez Pérez, et al.
Educational Researcher (2023) Vol. 52, Iss. 9, pp. 570-579
Open Access | Times Cited: 17
Re-imagining science education research toward a language for science perspective
María González‐Howard, Sage Andersen, Karina Méndez Pérez, et al.
Cultural Studies of Science Education (2024) Vol. 19, Iss. 2-3, pp. 287-293
Closed Access | Times Cited: 8
Teacher strategies to support student navigation of uncertainty: Considering the dynamic nature of scientific uncertainty throughout phases of sensemaking
Heesoo Ha, Ying‐Chih Chen, Jongchan Park
Science Education (2024) Vol. 108, Iss. 3, pp. 890-928
Closed Access | Times Cited: 6
Bridging STEM and linguistic gaps: A review of multilingual teaching approaches in science education
Patricia Diane Mouboua, Fadeke Adeola Atobatele, Olateju Temitope Akintayo
Open Access Research Journal of Multidisciplinary Studies (2024) Vol. 7, Iss. 2, pp. 086-097
Open Access | Times Cited: 5
Thorny issues with academic language: A perspective from scientific practice
Scott E. Grapin, Lorena Llosa
Linguistics and Education (2024) Vol. 83, pp. 101334-101334
Closed Access | Times Cited: 4
Empowering Elementary Preservice Science Teachers: Harnessing Diverse Language Resources in the Practice of Modeling
Ayça K. Fackler, Ruth Harman
Science Education (2025)
Open Access
Development of a Questionnaire on Multilingual Students’ Beliefs about Equitable and Epistemic Use of Languages in Learning Science
Kason Ka Ching Cheung, Jack Pun, Jiaqi Xu
International Journal of Science and Mathematics Education (2025)
Open Access
Elementary Science Teacher Candidates’ Equitable Noticing and Curriculum Design
Ashlyn E. Pierson, Andrea Henrie, Mutiara Syifa, et al.
Journal of Science Teacher Education (2025), pp. 1-21
Open Access
“But Who Eats the Mosquitos?”: Deaf Learners’ Language Use and Translanguaging During STEAM Discussions
Jessica Scott, Patrick Enderle, Scott Cohen, et al.
Education Sciences (2025) Vol. 15, Iss. 5, pp. 538-538
Open Access
Engaging with materials and the body: young plurilingual children’s resource-rich interactions in science investigations
Sara Wilmes, Christina Siry
Research in Science & Technological Education (2024) Vol. 42, Iss. 1, pp. 114-132
Open Access | Times Cited: 3
Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered elementary science practices
Patricia Venegas‐Weber, Cristina Betancourt, Grace Cornell Gonzales, et al.
Teaching and Teacher Education (2024) Vol. 148, pp. 104662-104662
Closed Access | Times Cited: 3
Translanguaging practices in global K‐12 science education settings: A systematic literature review
Zhenjie Hou, Jie Zhang, May Jadallah, et al.
Journal of Research in Science Teaching (2024)
Open Access | Times Cited: 3
Designing to support equity-as-transformation perspectives for multilingual science learners
Ashlyn E. Pierson, D. Teo Keifert, Bethany Daniel, et al.
Instructional Science (2024) Vol. 52, Iss. 5, pp. 761-793
Open Access | Times Cited: 2
Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity
Scott E. Grapin, Maura Borrego, Vicente Navarro
Journal of Research in Science Teaching (2024)
Open Access | Times Cited: 2
“On Mars, we will speak Arabic”: Negotiating identity in upper secondary physics in Denmark
Katherine Doerr, Jesper Bruun
Science Education (2024) Vol. 108, Iss. 6, pp. 1698-1724
Open Access | Times Cited: 1
Towards expansive model-based teaching: A systematic synthesis of modelling pedagogies in science education literature
Grace Carroll, Soonhye Park
Studies in Science Education (2024), pp. 1-39
Open Access | Times Cited: 1
“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners
Emily Reigh, Emily Miller, Ayça K. Fackler, et al.
Science Education (2024)
Open Access | Times Cited: 1
Teachers’ language ideologies and practices on the use of Spanish in science classrooms
Araceli Enriquez‐Andrade, Ma. Glenda Lopez Wui, Jie Zhang, et al.
Language and Education (2024), pp. 1-20
Closed Access
Enhancing the accessibility of chemistry assessment for multilingual learners: Understanding challenging features in assessment items
Eshani N. Lee, MaryKay Orgill
Chemistry Education Research and Practice (2024)
Closed Access
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
Scott E. Grapin, Courtney L. Plumley, Eric R. Banilower, et al.
Science Education (2024)
Open Access
Applying Generative Artificial Intelligence to Critiquing Science Assessments
Ha Nguyen, Jake Hayward
Journal of Science Education and Technology (2024)
Open Access
Toward pedagogías entrenzadas: Braiding critical and asset‐based pedagogies of sciences, languages, and cultural responsiveness
Diana Bonilla, Daniel Morales‐Doyle
Journal of Research in Science Teaching (2024) Vol. 62, Iss. 1, pp. 49-85
Closed Access
When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging: A pedagogical practice, disciplinary tool, and dignity‐affirming stance
Shakhnoza Kayumova, Akira Harper, Rachel Moniz‐Stronach
Journal of Research in Science Teaching (2024) Vol. 62, Iss. 1, pp. 86-133
Closed Access
Savviness of sixth graders: Student perspectives about translanguaging during science formative assessment
Caitlin G. McC. Fine, Melissa Braaten
Journal of Research in Science Teaching (2024) Vol. 62, Iss. 1, pp. 193-227
Closed Access
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