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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:

Gazing Inward in Support of Critical Scientific Literacy
Alberto J. Rodríguez, Sheron L. Mark, Christina Restrepo Nazar
Journal of Science Teacher Education (2022) Vol. 33, Iss. 2, pp. 125-130
Open Access | Times Cited: 11

Showing 11 citing articles:

Assessment of scientific literacy levels among secondary school students in Lebanon: Exploring gender-based differences
Marina Baltikian, Sirpa Kärkkäinen, Jari Kukkonen
Eurasia Journal of Mathematics Science and Technology Education (2024) Vol. 20, Iss. 3, pp. em2407-em2407
Open Access | Times Cited: 6
Supporting the Development of Students’ Scientific Literacy
Hassan Iddy, Daniel Sidney Fussy, Selina Thomas Mkimbili, et al.
Journal of Science Teacher Education (2024) Vol. 35, Iss. 4, pp. 405-422
Closed Access | Times Cited: 2
An Exploration of Beginning Science Teacher Orientations Toward Social Justice: “What Does It Mean to Teach?”
Lisa Marco-Bujosa, Katherine L. McNeill, Audrey A. Friedman
Journal of Science Teacher Education (2023) Vol. 35, Iss. 4, pp. 343-362
Closed Access | Times Cited: 4
Challenging the Hegemony of Western Scientism in Science Teacher Education
Wayne Melville, Geeta Verma, Todd Campbell, et al.
Journal of Science Teacher Education (2022) Vol. 33, Iss. 7, pp. 703-709
Open Access | Times Cited: 6
Science for citizenship: advances to face the challenges of training scientifically literate citizens in Chile
María Cecilia Ramos Araya, Brayan Castillo Castillo, Carlos Marcelo Godoy Villanueva
Educación (2023) Vol. 32, Iss. 63, pp. 5-20
Open Access | Times Cited: 3
Science Teacher Education and a Sociopolitical Turn: The Implications for Democratic Citizenship, and Environmental and Social Justice
Geeta Verma, Todd Campbell, Wayne Melville, et al.
Journal of Science Teacher Education (2022) Vol. 33, Iss. 5, pp. 459-465
Closed Access | Times Cited: 5
Talking through the “messy middle” of partnerships in science education
Tina Cheuk, Daniel Morales‐Doyle
Science Education (2022) Vol. 106, Iss. 5, pp. 1198-1213
Closed Access | Times Cited: 3
Working towards more socially just futures: five areas for transdisciplinary literacies research
Amélie Lemieux, Lisa Boyle, Emiyah Simmonds, et al.
Literacy (2023) Vol. 57, Iss. 2, pp. 185-197
Open Access | Times Cited: 1
El currículo de ciencias: un instrumento educativo de carácter político
Boris Fernando Candela Rodríguez
Pedagogía y Saberes (2024), Iss. 60, pp. 160-174
Open Access
‘The piece that we were looking for’: teachers' collaborative curriculum design for equity-centred biology units
Monica Sircar, Tashi Langton, Travor Kagochi
International Journal of Science Education (2024), pp. 1-22
Closed Access
A review of John Rudolph's Why We Teach Science (And Why We Should) By John L. Rudolph, UK: Oxford University Press.2023. 224 pages. (Hardcover). ISBN: 978‐0192867193
Monica Sircar
Science Education (2023) Vol. 108, Iss. 1, pp. 365-371
Closed Access
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