OOIR: Observatory of International Research

Papers

(The TQCC of Instructional Science is 7. 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 2021-06-01 to 2025-06-01.)

Article	Citations
Using productive failure to learn genetics in a game-based environment	30
“Anything taking shape?” Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education	25
Spaced recall reduces forgetting of fundamental mathematical concepts in a post high school precalculus course	25
Outside the standard test: The development of a model-based assessment and corresponding rubric	23
Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations	22
Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy	17
Scoping deliberations: scaffolding engagement in planning collective action	16
Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach	16
The Effects of Group differentiation by students’ learning strategies	16
Detecting threshold concepts through Bayesian knowledge tracing: examining research skill development in biological sciences at the doctoral level	15
Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking	15
Walking the number line: towards an enactive understanding of integer arithmetic	15
Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes	15
Generative learning supports learning from video lectures: evidence from an EEG study	14
Examining relations between math anxiety, prior knowledge, hint usage, and performance of math equivalence in two different online learning contexts	13
University students’ perceptions of using generative AI in translation practices	13
Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts	13
Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations	12
Moderating effects of students’ dispositions on relationships between instructional activity and students’ science literacy using PISA 2015	12
Improving multiple document comprehension with a lesson about multi-causal explanations in science	12
Data to decision-making: how elementary students use their Community and Citizen Science project to reimagine their school campus	11
How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers	11
Developing a needs-based plagiarism management in second-language writing in a higher education institute: practice-oriented research	11
Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking	11
Why do people not desire to know all their unknowns? Exploring the potential of interest as a factor in arousing curiosity in science	10

Community and citizen science in schools: nested inquiries, productive tensions, and the role of communities	10
Fostering students’ motivation towards learning research skills: the role of autonomy, competence and relatedness support	10
Medical education videos as a tool for rehearsal: efficiency and the cases of background music and difficulty	10
Problem-solving prior to instructional explanations when learning javelin throwing in primary school	10
Promoting teachers' in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video	10
Making crosscutting concepts explicit for senior high school students through concept-based instructions and improving their understanding thereof	9
Learning from interactive video: the influence of self-explanations, navigation, and cognitive load	9
Do medium and Context Matter when learning from multiple complementary Digital texts and videos?	9
Fostering pre-service teachers’ theoretical knowledge application: studying with and without text-based cases	9
How vocal and silent forms of participation in combination relate to student achievement	9
How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry-oriented contexts	9
The scripted computer-supported collaborative argumentation in a secondary school classroom: an exploratory study	9
Self-regulated learning and video annotation in a high school acting classroom	9
From plans to actions: A process model for why feedback features influence feedback implementation	8
When do students provide more peer feedback? The roles of performance and prior feedback experiences	8
CID: a framework for the cognitive analysis of composite instructional designs	8
Feedback features and revision uptake in dialogic peer feedback: the moderating effect of self-efficacy and prior knowledge	8
English learners learn from worked example comparison in algebra	8
Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally?	7
Infusing teacher-preparation curriculum with case-based instruction focused on culturally responsive, sustaining pedagogy: comparing instructor-facilitated and instructor-supported approaches	7
Using self-determination theory (SDT) to explain student STEM interest and identity development	7
In pursuit of mutual benefits in school-based citizen science: who wins what in a win-win situation?	7
Effectiveness of invention tasks and explicit instruction in preparing intellectually gifted adolescents for learning	7
Research on the correlation between teacher classroom questioning types and student thinking development from the perspective of discourse analysis	7
Enhancing students’ critical thinking skills: is comparing correct and erroneous examples beneficial?	7
The collaborative discourse characteristics of high school students during a web-based module for a socioscientific issue	7