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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:

A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
Kason Ka Ching Cheung, Sibel Erduran
Science & Education (2022) Vol. 32, Iss. 5, pp. 1637-1673
Open Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature
Jack Pun, Xuehua Fu, Kason Ka Ching Cheung
Studies in Science Education (2023) Vol. 60, Iss. 1, pp. 121-152
Closed Access | Times Cited: 36
‘Swirling' around translanguaging spaces of nature of science in multilingual classrooms
Kason Ka Ching Cheung, Sibel Erduran, Alis Oancea
International Journal of Science Education (2025), pp. 1-25
Closed Access | Times Cited: 1
Science communication in the media and human mobility during the COVID-19 pandemic: a time series and content analysis
Ho‐Yin Chan, Kason Ka Ching Cheung, Sibel Erduran
Public Health (2023) Vol. 218, pp. 106-113
Open Access | Times Cited: 14
The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science
Antonio García–Carmona
Science & Education (2024)
Open Access | Times Cited: 6
Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis
Kason Ka Ching Cheung, Ho‐Yin Chan, Sibel Erduran
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 11
Students' Meaning‐Making of Nature of Science: Interaction Between Visual, Verbal, and Written Modes of Representation
Kason Ka Ching Cheung, Alis Oancea, Sibel Erduran
Science Education (2024)
Open Access | Times Cited: 4
To FRA or not to FRA: What is the question for science education?
Zoubeida R. Dagher, Sibel Erduran
Science & Education (2023) Vol. 32, Iss. 5, pp. 1247-1264
Open Access | Times Cited: 10
Representations of Nature of Science in Chinese Physics Curriculum Standards over the Past Two Decades
Xie Li, Limin Wang, Zhi Li, et al.
Science & Education (2025)
Open Access
Investigating Prospective Elementary Teachers’ Views of Nature of Science in a Philippine Teacher Education Institution
Karylle O. Pelaez, Jeah B. Comontas, Jiesel N. Labasano, et al.
Science & Education (2025)
Closed Access
Rethinking the Dual Nature of Science
Ho‐Yin Chan
Science & Education (2025)
Open Access
A proposed typology of NOS empirical research: trends and implications
Mohammadsadegh Saberi, Noushin Nouri, William F. McComas
Studies in Science Education (2025), pp. 1-39
Closed Access
Analysing the Nature of Science in the Brazilian Common Core Curriculum
Sara Souza Pimenta, Beyza Okan, Edit Molnár
Science & Education (2025)
Open Access
Epistemological Contextualization of Science Conceptions of Science Teachers from a Christian Tradition’s School and Implications for Science Teaching
Ana Caroline Maia Barboza, Geilsa Costa Santos Baptista, William W. Cobern
Human Arenas (2025)
Closed Access
Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues
Brenda Braga Pereira, Sangwoo Ha
Science & Education (2024)
Closed Access | Times Cited: 2
Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach: The Dialogue Between Physics and Mathematics
Sara Satanassi, Laura Branchetti, Paola Fantini, et al.
Science & Education (2023) Vol. 32, Iss. 5, pp. 1287-1320
Open Access | Times Cited: 6
Is There a Limit to Resemblances?
Wonyong Park, Richard Brock
Science & Education (2022) Vol. 32, Iss. 5, pp. 1265-1286
Open Access | Times Cited: 7
Understanding of Nature of Science (NOS) in pre-service teachers with different science content knowledge, before and after an intervention
Martina Valencia, Paola Núñez Nieto, Hernán Cofré
International Journal of Science Education (2022) Vol. 45, Iss. 2, pp. 125-143
Closed Access | Times Cited: 7
Understanding epistemological notions underlying scientific language use: a multifaceted analysis framework
Annelies Pieterman-Bos, Cathelijne M. Reincke, Rens van de Schoot, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Comparison of Physics, Chemistry, and Biology Teachers’ Perceptions of Nature of Science and Domains of Science
Ebru Kaya, Sibel Erduran
Science & Education (2024)
Closed Access | Times Cited: 1
Wissenschaftsdidaktik II

transcript Verlag eBooks (2023)
Open Access | Times Cited: 2
Investigating the Nature of Science in Reformed Chinese Biology Curriculum Standards
Qianqian Gao, Yi Cao, H.J. Xie, et al.
Science & Education (2023)
Closed Access | Times Cited: 2
Let them research with
Madelene Losvik Berntsen, Camilla Berge Vik, Annette Lykknes
Science & Education (2023) Vol. 32, Iss. 5, pp. 1497-1513
Open Access | Times Cited: 1
Nature of Science als Grundlage einer Wissenschaftsdidaktik der Naturwissenschaftsdidaktiken
Alexander Georg Büssing, Andreas Nehring, Till Bruckermann
transcript Verlag eBooks (2023), pp. 293-314
Open Access | Times Cited: 1
Wissenschaftsdidaktik II
Rüdiger Rhein
Wissenschaftsdidaktik (2023)
Open Access | Times Cited: 1
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