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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:

The Public's Bounded Understanding of Science
Rainer Bromme, Susan R. Goldman
Educational Psychologist (2014) Vol. 49, Iss. 2, pp. 59-69
Closed Access | Times Cited: 269

Showing 1-25 of 269 citing articles:

Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy
Susan R. Goldman, M. Anne Britt, Willard Brown, et al.
Educational Psychologist (2016) Vol. 51, Iss. 2, pp. 219-246
Closed Access | Times Cited: 289
Measuring Laypeople’s Trust in Experts in a Digital Age: The Muenster Epistemic Trustworthiness Inventory (METI)
Friederike Hendriks, Dorothe Kienhues, Rainer Bromme
PLoS ONE (2015) Vol. 10, Iss. 10, pp. e0139309-e0139309
Open Access | Times Cited: 283
Trust in Science and the Science of Trust
Friederike Hendriks, Dorothe Kienhues, Rainer Bromme
Progress in IS (2016), pp. 143-159
Closed Access | Times Cited: 173
A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems
Sarit Barzilai, Clark A. Chinn
Educational Psychologist (2020) Vol. 55, Iss. 3, pp. 107-119
Open Access | Times Cited: 161
Can science literacy help individuals identify misinformation in everyday life?
Aviv J. Sharon, Ayelet Baram‐Tsabari
Science Education (2020) Vol. 104, Iss. 5, pp. 873-894
Closed Access | Times Cited: 149
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance
Sarit Barzilai, Clark A. Chinn
Journal of the Learning Sciences (2017) Vol. 27, Iss. 3, pp. 353-389
Closed Access | Times Cited: 164
Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments
Gale M. Sinatra, Doug Lombardi
Educational Psychologist (2020) Vol. 55, Iss. 3, pp. 120-131
Closed Access | Times Cited: 137
Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence
Ravit Golan Duncan, Clark A. Chinn, Sarit Barzilai
Journal of Research in Science Teaching (2018) Vol. 55, Iss. 7, pp. 907-937
Closed Access | Times Cited: 131
Science communication training: what are we trying to teach?
Ayelet Baram‐Tsabari, Bruce V. Lewenstein
International Journal of Science Education Part B (2017) Vol. 7, Iss. 3, pp. 285-300
Open Access | Times Cited: 125
Sourcing in Text Comprehension: a Review of Interventions Targeting Sourcing Skills
Eva Wennås Brante, Helge I. Strømsø
Educational Psychology Review (2017) Vol. 30, Iss. 3, pp. 773-799
Closed Access | Times Cited: 124
Scientists' views about communication training
John C. Besley, Anthony Dudo, Martin Storksdieck
Journal of Research in Science Teaching (2015) Vol. 52, Iss. 2, pp. 199-220
Open Access | Times Cited: 120
Statements about climate researchers’ carbon footprints affect their credibility and the impact of their advice
Shahzeen Z. Attari, David H. Krantz, Elke U. Weber
Climatic Change (2016) Vol. 138, Iss. 1-2, pp. 325-338
Open Access | Times Cited: 119
Understanding and Promoting Thinking About Knowledge
William A. Sandoval, Jeffrey A. Greene, Ivar Bråten
Review of Research in Education (2016) Vol. 40, Iss. 1, pp. 457-496
Closed Access | Times Cited: 115
A meta-analytic review of the relationship between epistemic cognition and academic achievement.
Jeffrey A. Greene, Brian M. Cartiff, Rebekah F. Duke
Journal of Educational Psychology (2018) Vol. 110, Iss. 8, pp. 1084-1111
Closed Access | Times Cited: 115
Bridging science education and science communication research
Ayelet Baram‐Tsabari, Jonathan Osborne
Journal of Research in Science Teaching (2015) Vol. 52, Iss. 2, pp. 135-144
Open Access | Times Cited: 112
Education for a “Post-Truth” World: New Directions for Research and Practice
Clark A. Chinn, Sarit Barzilai, Ravit Golan Duncan
Educational Researcher (2020) Vol. 50, Iss. 1, pp. 51-60
Closed Access | Times Cited: 111
Believing in Expertise: How Authors’ Credentials and Language Use Influence the Credibility of Online Health Information
Franziska M. Thon, Regina Jucks
Health Communication (2016) Vol. 32, Iss. 7, pp. 828-836
Closed Access | Times Cited: 106
Sourcing while reading divergent expert accounts: Pathways from views of knowing to written argumentation
Sarit Barzilai, Eynav Tzadok, Yoram Eshet‐Alkalai
Instructional Science (2015) Vol. 43, Iss. 6, pp. 737-766
Closed Access | Times Cited: 95
Predicting Public Trust in Science: The Role of Basic Orientations Toward Science, Perceived Trustworthiness of Scientists, and Experiences With Science
Florian Wintterlin, Friederike Hendriks, Niels G. Mede, et al.
Frontiers in Communication (2022) Vol. 6
Open Access | Times Cited: 51
Paper Plain : Making Medical Research Papers Approachable to Healthcare Consumers with Natural Language Processing
Tal August, Lucy Lu Wang, Jonathan Bragg, et al.
ACM Transactions on Computer-Human Interaction (2023) Vol. 30, Iss. 5, pp. 1-38
Open Access | Times Cited: 29
Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game
Sarit Barzilai, Shiri Mor-Hagani, Fayez Abed, et al.
Computers & Education (2023) Vol. 202, pp. 104832-104832
Closed Access | Times Cited: 28
Teaching Science Communication to Master’s Students in STEM
Julian Fick, Friederike Hendriks, Noemi Kumpmann, et al.
European Journal of Psychology Open (2025)
Open Access | Times Cited: 1
Domain-specificity of self-regulated learning processing in science and history
Jeffrey A. Greene, Cheryl Mason Bolick, William P. Jackson, et al.
Contemporary Educational Psychology (2015) Vol. 42, pp. 111-128
Open Access | Times Cited: 77
Hot topics in science communication: Aggressive language decreases trustworthiness and credibility in scientific debates
Lars König, Regina Jucks
Public Understanding of Science (2019) Vol. 28, Iss. 4, pp. 401-416
Open Access | Times Cited: 70
Public Understanding of Science
Gale M. Sinatra, Barbara K. Hofer
Policy Insights from the Behavioral and Brain Sciences (2016) Vol. 3, Iss. 2, pp. 245-253
Closed Access | Times Cited: 68
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