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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:

How school context and personal factors relate to teachers’ attitudes toward teaching integrated STEM
Lieve Thibaut, Heidi Knipprath, Wim Dehaene, et al.
International Journal of Technology and Design Education (2017) Vol. 28, Iss. 3, pp. 631-651
Closed Access | Times Cited: 78

Showing 1-25 of 78 citing articles:

Beyond the basics: a detailed conceptual framework of integrated STEM
Gillian H. Roehrig, Emily A. Dare, Joshua A. Ellis, et al.
Disciplinary and Interdisciplinary Science Education Research (2021) Vol. 3, Iss. 1
Open Access | Times Cited: 104
Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies
Biyun Huang, Morris Siu‐Yung Jong, Yun‐Fang Tu, et al.
Computers & Education (2022) Vol. 189, pp. 104577-104577
Open Access | Times Cited: 86
Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education
Bevo Wahono, Chun‐Yen Chang
Sustainability (2019) Vol. 11, Iss. 4, pp. 950-950
Open Access | Times Cited: 80
A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching
Hui-Lien Chou, Chien Chou
Computers & Education (2021) Vol. 175, pp. 104335-104335
Open Access | Times Cited: 74
Measuring Teachers’ Perceptions to Sustain STEM Education Development
Nguyễn Thị Tố Khuyên, Nguyễn Văn Biển, Pei-Ling Lin, et al.
Sustainability (2020) Vol. 12, Iss. 4, pp. 1531-1531
Open Access | Times Cited: 65
Teachers’ Attitudes Toward Teaching Integrated STEM: the Impact of Personal Background Characteristics and School Context
Lieve Thibaut, Heidi Knipprath, Wim Dehaene, et al.
International Journal of Science and Mathematics Education (2018) Vol. 17, Iss. 5, pp. 987-1007
Open Access | Times Cited: 60
Teachers’ Readiness to Implement STEM Education: Psychometric Properties of TRi-STEM Scale and Measurement Invariance across Individual Characteristics of Greek In-Service Teachers
Θεανώ Παπαγιαννοπούλου, Julie Vaiopoulou, Dimitrios Stamovlasis
Education Sciences (2023) Vol. 13, Iss. 3, pp. 299-299
Open Access | Times Cited: 17
Saudi Arabian science and mathematics teachers’ attitudes toward integrating STEM in teaching before and after participating in a professional development program
Abdulwali H. Aldahmash, Meraj Naem, Mohammed A. Aljallal, et al.
Cogent Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 44
Secondary school science teachers’ attitudes towards STEM education in Liberia
Salomey Tardy Hackman, Danhui Zhang, Jingwen He
International Journal of Science Education (2021) Vol. 43, Iss. 2, pp. 223-246
Closed Access | Times Cited: 35
The role of mindfulness on the relationship between daily micro-events and daily gratitude: A within-person analysis
Ana Junça Silva, Leticia Mosteo, Rita Rueff-Lopes
Personality and Individual Differences (2022) Vol. 200, pp. 111891-111891
Open Access | Times Cited: 27
CiteSpace-based global science, technology, engineering, and mathematics education knowledge mapping analysis
Duo Yang, Xiaopeng Wu, Jiali Liu, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 15
STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers
Evi Fatimatur Rusydiyah, Desy Indarwati, Syaiful Jazil, et al.
Jurnal Pendidikan IPA Indonesia (2021) Vol. 10, Iss. 1, pp. 138-148
Open Access | Times Cited: 32
The Role of STEM Awareness and 21st Century Skills Competence Perceptions on Pre-Service Primary School Teachers' Teacher Self-Efficacy for STEM Practices
Çiğdem Şenyiğit, Hasan BAKIRCI
International Journal of Science and Mathematics Education (2025)
Closed Access
DBHko Natur Zientziak, Teknologia eta Matematika espezialitateetako irakasleen pertzepzioa STEM ereduarekiko
Patricia Aránzazu González Atutxa, Irati Romero‐Garmendia, Unai Carmona Igartua
Uztaro Giza eta gizarte-zientzien aldizkaria (2025), Iss. 132, pp. 21-42
Open Access
Building an Autonomous Car: Designing, Implementing, and Evaluating an Integrated STEM Teaching–Learning Sequence for Pre-Service Secondary Teachers
Ane Portillo-Blanco, Kristina Zuza, Elvira Gutierrez-Jimenez, et al.
Education Sciences (2025) Vol. 15, Iss. 4, pp. 406-406
Open Access
Processes, challenges, and teacher roles in developing and implementing collaborative STEM curricula: case studies of two Taiwanese schools
Kuen‐Yi Lin, Chih‐Jung Ku, Huang Wei, et al.
International Journal of STEM Education (2025) Vol. 12, Iss. 1
Open Access
Exploring Teachers’ Perceptions of the Barriers to Teaching STEM in High Schools in Qatar
Abdellatif Sellami, Mohammad Ammar, Zubair Ahmad
Sustainability (2022) Vol. 14, Iss. 22, pp. 15192-15192
Open Access | Times Cited: 17
The Power of Peer Learning

Social interaction in learning and development (2023)
Closed Access | Times Cited: 10
DEVELOPMENT AND VALIDATION OF A SURVEY INSTRUMENT (AKA) TOWARDS ATTITUDE, KNOWLEDGE AND APPLICATION OF STEM
Bevo Wahono, Chun‐Yen Chang
Journal of Baltic Science Education (2019) Vol. 18, Iss. 1, pp. 63-76
Open Access | Times Cited: 21
BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES
Thasmai Dhurumraj, Sam Ramaila, Ferhana Raban, et al.
Journal of Baltic Science Education (2020) Vol. 19, Iss. 6A, pp. 1055-1067
Open Access | Times Cited: 20
Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?
Thomas Delahunty, Mark Prendergast, Máire Ní Ríordáin
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 16
Bridging the Gap between Secondary and Higher STEM Education – the Case of STEM@school
Jolien De Meester, Jelle Boeve‐de Pauw, Marie-Paule Buyse, et al.
European Review (2020) Vol. 28, Iss. S1, pp. S135-S157
Open Access | Times Cited: 15
Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice
Fabiola Sanda Chiriacescu, Bogdan Chiriacescu, Alina Elena Grecu, et al.
PLoS ONE (2023) Vol. 18, Iss. 1, pp. e0279986-e0279986
Open Access | Times Cited: 5
Make it relevant! How prior instructions foster the integration of teacher knowledge
Helene Zeeb, Felicitas Biwer, Georg Brunner, et al.
Instructional Science (2019) Vol. 47, Iss. 6, pp. 711-739
Closed Access | Times Cited: 15
Integrated STEM Education in K-12: Theory Development, Status, and Prospects
Bing Wei, Yue Chen
IntechOpen eBooks (2020)
Open Access | Times Cited: 13
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