OOIR: Observatory of International Research

Papers

(The median citation count of Instructional Science is 2. 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 2021-04-01 to 2025-04-01.)

Article	Citations
Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers	29
Examining ontological and self-monitoring scaffolding to improve complex systems thinking with a participatory simulation	25
Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills	23
Teacher noticing to scaffold knowledge-building inquiry in two grade 5 classrooms	23
Problem-solving prior to instructional explanations when learning javelin throwing in primary school	21
Self-regulated learning and video annotation in a high school acting classroom	17
Effective learning through task motivation and learning scaffolding: analyzing online collaborative interaction with eye tracking technology	17
Localizing, describing, interpreting: effects of different audio text structures on attributing meaning to digital pictures	16
“Anything taking shape?” Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education	16
The roles that students’ ethnicity and achievement levels play in teachers’ choice of learning materials in online teaching: evidence from two experimental studies	14
Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes	14
Correction: Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course	13
Promoting learning transfer in science through a complexity approach and computational modeling	12
Testing the meshing hypothesis in prospective teachers: Are there effects of matching learning style and presentation mode on learning performance and on metacognitive aspects of learning?	12
Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability	12
Spaced recall reduces forgetting of fundamental mathematical concepts in a post high school precalculus course	12
Comparing instructional strategies to support student teachers’ learning to prepare an open-minded citizenship education lesson	11
Computer versus longhand note taking: Influence of revision	11
Effects of collaborative versus individual preparation on learning by teaching	11
Concept map as a tool to assess and enhance students' system thinking skills	11
Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos	10
Using productive failure to learn genetics in a game-based environment	10
Bridging communities and schools in Urban development: community and citizen science	10
Semiempty collaborative concept mapping in history education: students’ engagement in historical reasoning and coconstruction	10
Do medium and Context Matter when learning from multiple complementary Digital texts and videos?	9

Correction: Infusing teacher-preparation curriculum with case-based instruction focused on culturally responsive, sustaining pedagogy: comparing instructor-facilitated and instructor-supported approac	9
The Effects of Group differentiation by students’ learning strategies	9
Micro productive failure and the acquisition of algebraic procedural knowledge	9
Why do people not desire to know all their unknowns? Exploring the potential of interest as a factor in arousing curiosity in science	9
Living the DReaM: The interrelations between statistical, scientific and nature of science uncertainty articulations through citizen science	9
Examining the effects of tempo in background music on adolescent learners’ reading comprehension performance: employing a multimodal approach	9
Learning progression-based design: advancing the synergetic development of energy understanding and scientific explanation	8
Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis	8
Exploring when learners become aware of their knowledge gaps: Content analyses of learner discussions	8
How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts	8
How vocal and silent forms of participation in combination relate to student achievement	8
An experimental test of the Big-Fish-Little-Pond Effect using an immersive virtual reality classroom	8
Outside the standard test: The development of a model-based assessment and corresponding rubric	7
When is observing failure productive? Investigating the role of solution diversity in vicarious failure	7
Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach	7
Increasing contrasting cases during exploration or practice problems given before or after instruction	7
Correction to: Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds?	7
Making crosscutting concepts explicit for senior high school students through concept-based instructions and improving their understanding thereof	7
When learning from animations is more successful than learning from static pictures: learning the specifics of change	7
Analyzing student thinking reflected in self-constructed cognitive maps and its influence on inquiry task performance	7
Correction to: Futurising science education: students’ experiences from a course on futures thinking and quantum computing	7
Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations	7
School participation in citizen science (SPICES): substantiating a field of research and practice	7
Actor-network theory as a new direction in research on educational dialogues	6
Intermediate indexing in small group configurations around large screens: interactions that advance knowledge building	6
Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most	6
Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy	6
Can failure be made productive also in Bayesian reasoning? A conceptual replication study	6
Scoping deliberations: scaffolding engagement in planning collective action	6
Strategies for facilitating processing of transient information in instructional videos by using learner control mechanisms	6
Eye movements in the manipulation of hands-on and computer-simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses	5
Investigating construct validity of cognitive load measurement using single-item subjective rating scales	5
The modality effect reverses in a virtual reality learning environment and influences cognitive load	5
Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course	5
Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases	5
Learning from interactive video: the influence of self-explanations, navigation, and cognitive load	4
Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes	4
Scrum methodology in context-based secondary chemistry classes: effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning	4
How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems?	4
Are we teaching novice instructional designers to be creative? A qualitative case study	4
Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?	3
When do students provide more peer feedback? The roles of performance and prior feedback experiences	3
Erroneous examples in refutational text to address the phenomenal sign misconception in equations and inequalities	3
Feedback features and revision uptake in dialogic peer feedback: the moderating effect of self-efficacy and prior knowledge	3
Connected design rationale: a model for measuring design learning using epistemic network analysis	3
The potential for reconciling pedagogical tradition and innovation: the case of socioscientific argumentation	3
How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study	3
Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect?	3
Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research	3
English learners learn from worked example comparison in algebra	3

A case of two classes: the interplay of teacher’s guidance with structuring or problematizing scaffolds within inquiry-based environments	3
Embedding self-explanation prompts to support learning via instructional video	2
Beliefs influence argumentative essay writing	2
Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy	2
The scripted computer-supported collaborative argumentation in a secondary school classroom: an exploratory study	2
Enhancing students’ critical thinking skills: is comparing correct and erroneous examples beneficial?	2
Effects of instruction colour and learner empathy on aesthetic appreciation of Chinese poetry	2
Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education	2
Evaluating the apt epistemic processes of data literacy in elementary school students	2
Effects of interactive teacher-generated drawings on students’ understanding of plate tectonics	2
Research on the correlation between teacher classroom questioning types and student thinking development from the perspective of discourse analysis	2
Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?	2
Fostering knowledge integration through individual competencies: the impacts of perspective taking, reflexivity, analogical reasoning and tolerance of ambiguity and uncertainty	2
Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking	2
A generative professional development program for the development of science teacher epistemic orientations and teaching practices	2
Go green: evaluating an XR application on biodiversity in German secondary school classrooms	2
Exploring turn-taking patterns during dialogic collaborative problem solving	2