Instructional Science

Papers
(The H4-Index of Instructional Science is 15. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-08-01 to 2026-08-01.)
ArticleCitations
Spaced recall reduces forgetting of fundamental mathematical concepts in a post high school precalculus course39
Conceptual and procedural knowledge retention in data visualization: a longitudinal study of doctoral learning and instructional design implications35
Using productive failure to learn genetics in a game-based environment32
How adding structure reduces complexity: more interconnections in concept maps do not increase cognitive load25
Integrating dispositions in instructional design: an exploratory study in higher education23
Beyond small gains: how content-focused high-specificity peer feedback correlates with substantial provider benefits21
Associations between student-perceived teaching quality and students’ mathematics confidence and mathematics achievement: A study of Swedish grade 4 TIMSS 201920
Scoping deliberations: scaffolding engagement in planning collective action18
Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach17
Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations17
Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy17
Leveraging conjecture mapping for design-based research: a case of adoption and development16
Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes16
Self-study followed by discussion enhances learning for high school students16
Half a century of Instructional Science: a bibliometric analysis16
Correction: Understanding interactions between scientists and elementary school students in a citizen science project15
Walking the number line: towards an enactive understanding of integer arithmetic15
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