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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:

Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom
Jin Su Jeong, David González‐Gómez, Florentina Cañada Cañada
Journal of Science Education and Technology (2016) Vol. 25, Iss. 5, pp. 747-758
Closed Access | Times Cited: 107

Showing 1-25 of 107 citing articles:

The flipped classroom: A review of its advantages and challenges
Gökçe Akçayır, Murat Akçayır
Computers & Education (2018) Vol. 126, pp. 334-345
Closed Access | Times Cited: 1096
Investigating Strategies for Pre-Class Content Learning in a Flipped Classroom
Jamie L. Jensen, Emily A. Holt, Jacob B. Sowards, et al.
Journal of Science Education and Technology (2018) Vol. 27, Iss. 6, pp. 523-535
Open Access | Times Cited: 171
Are first year students ready for a flipped classroom? A case for a flipped learning continuum
Louisa Tomas, Neus Evans, Tanya Doyle, et al.
International Journal of Educational Technology in Higher Education (2019) Vol. 16, Iss. 1
Open Access | Times Cited: 164
Blended learning: panorama y perspectivas
Antonio Ramón Bartolomé Pina, Rosa García-Ruiz, Ignácio Aguaded
RIED Revista Iberoamericana de Educación a Distancia (2017) Vol. 21, Iss. 1, pp. 33-33
Open Access | Times Cited: 115
Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches
Malek Jdaitawi
The Electronic Journal of e-Learning (2021) Vol. 18, Iss. 6
Open Access | Times Cited: 82
Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course
Jin Su Jeong, David González‐Gómez, Florentina Cañada Cañada, et al.
Journal of Technology and Science Education (2019) Vol. 9, Iss. 2, pp. 217-217
Open Access | Times Cited: 81
Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach
Jesús Sánchez‐Martín, Mario Corrales Serrano, Amalia Luque-Sendra, et al.
Heliyon (2020) Vol. 6, Iss. 7, pp. e04340-e04340
Open Access | Times Cited: 74
Integrating Social–Emotional Learning Into Gamified Flipped Classrooms: Impacts on Emotion Regulation, Achievement and Communication Tendency
Vu Thanh Tam Nguyen, Hsiu‐Ling Chen, Van‐Dinh Nguyen
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 1
Closed Access | Times Cited: 1
The Impact of Video Length on Learning in a Middle-Level Flipped Science Setting: Implications for Diversity Inclusion
Krista E. H. Slemmons, Kele Anyanwu, Josh Hames, et al.
Journal of Science Education and Technology (2018) Vol. 27, Iss. 5, pp. 469-479
Closed Access | Times Cited: 78
The instructor's gaze guidance in video lectures improves learning
Hongyan Wang, Zhongling Pi, Weiping Hu
Journal of Computer Assisted Learning (2018) Vol. 35, Iss. 1, pp. 42-50
Open Access | Times Cited: 73
Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom
Francisco Zamora‐Polo, Mario Corrales Serrano, Jesús Sánchez‐Martín, et al.
Education Sciences (2019) Vol. 9, Iss. 4, pp. 297-297
Open Access | Times Cited: 66
An Online-Based Edu-Escape Room: A Comparison Study of a Multidimensional Domain of PSTs with Flipped Sustainability-STEM Contents
Félix Yllana-Prieto, Jin Su Jeong, David González‐Gómez
Sustainability (2021) Vol. 13, Iss. 3, pp. 1032-1032
Open Access | Times Cited: 42
Promoting Higher Order Thinking Skills among Pre-Service Teachers through Group-Based Flipped Learning
Farah Mohamad Zain, Siti Nazuar Sailin, Noor Aida Mahmor
International Journal of Instruction (2022) Vol. 15, Iss. 3, pp. 519-542
Open Access | Times Cited: 37
Planning of rural housings in reservoir areas under (mass) tourism based on a fuzzy DEMATEL-GIS/MCDA hybrid and participatory method for Alange, Spain
Jin Su Jeong, Lorenzo García-Moruno, Julio Hernández Blanco, et al.
Habitat International (2016) Vol. 57, pp. 143-153
Closed Access | Times Cited: 55
Emotional responses to innovative Science teaching methods: Acquiring emotional data in a General Science teacher education class
Jesús Sánchez‐Martín, Florentina Cañada Cañada, María Antonia Dávila Acedo
Journal of Technology and Science Education (2018) Vol. 8, Iss. 4, pp. 346-346
Open Access | Times Cited: 54
Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment
David González‐Gómez, Jin Su Jeong, Florentina Cañada Cañada
Interactive Learning Environments (2019) Vol. 30, Iss. 5, pp. 896-907
Closed Access | Times Cited: 48
Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education
Gerardo Gómez García, José Antonio Marín Marín, José María Romero Rodríguez, et al.
Nutrients (2020) Vol. 12, Iss. 8, pp. 2210-2210
Open Access | Times Cited: 46
Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach
Miriam Andrea Hernández del Barco, Jesús Sánchez‐Martín, José Blanco Salas, et al.
Sustainability (2020) Vol. 12, Iss. 2, pp. 542-542
Open Access | Times Cited: 43
Toward a 5E-Based Flipped Classroom Model for Teaching Computational Thinking in Elementary School: Effects on Student Computational Thinking and Problem-Solving Performance
Xuemin Gao, Khe Foon Hew
Journal of Educational Computing Research (2021) Vol. 60, Iss. 2, pp. 512-543
Closed Access | Times Cited: 38
Flipped classroom in engineering: The influence of gender
María Chiquito, Ricardo Castedo, Anastasio P. Santos, et al.
Computer Applications in Engineering Education (2019) Vol. 28, Iss. 1, pp. 80-89
Closed Access | Times Cited: 42
A Multicriteria GIS-Based Assessment to Optimize Biomass Facility Sites with Parallel Environment—A Case Study in Spain
Jin Su Jeong, Álvaro Ramírez-Gómez
Energies (2017) Vol. 10, Iss. 12, pp. 2095-2095
Open Access | Times Cited: 40
Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation
Jin Su Jeong, David González‐Gómez, Félix Yllana-Prieto
Education Sciences (2020) Vol. 10, Iss. 10, pp. 283-283
Open Access | Times Cited: 37
EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE
Jin Su Jeong, David González‐Gómez, María Carmen Conde-Núñez, et al.
Journal of Baltic Science Education (2019) Vol. 18, Iss. 6, pp. 880-891
Open Access | Times Cited: 36
Flipped Classroom in Teacher Education: A Scoping Review
Han Han, Fredrik Mørk Røkenes
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 36
Student teachers’ perceptions of flipped classroom in EFL teacher education
Han Han, Fredrik Mørk Røkenes, Rune Johan Krumsvik
Education and Information Technologies (2023) Vol. 29, Iss. 2, pp. 1539-1558
Open Access | Times Cited: 11
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