OOIR: Observatory of International Research

Papers

(The median citation count of Cognition and Instruction is 3. 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 2021-07-01 to 2025-07-01.)

Article	Citations
Exploring Students’ Dynamic Measurement Reasoning About Right Prisms and Cylinders	29
Time Literacy: Academic Support for Neurodivergent Students in Higher Education	25
“Then the Nettle People Won’t Be Lonely”: Recognizing the Personhood of Plants in an Indigenous STEAM Summer Program	23
Examining a Professional Learning Routine to Support Educators to Learn Teaching with and from Students	21
Museum Facilitator Practice as Infrastructure Design Work for Public Computing	18
Introducing Students to the Role of Assumptions in Mathematical Activity	18
Goals in Motion: How Emergent Embodied Goals Support Elementary Students’ Mechanistic Reasoning in Collaborative Modeling Activities	17
The Role of Preservice Teachers’ Quantitative and Covariational Reasoning in Understanding Climate Change	16
Leveraging Prediction and Reflection in a Computational Setting to Enrich Undergraduate Students’ Combinatorial Thinking	14
Seeking Coherence in the Multiplicative Conceptual Field: A Knowledge-in-Pieces Account	14
Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design	14
Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them	13
Learning Inside the School, but Outside the Curriculum: An Extreme Case of Interest-Driven Learning in Alternative STEAM Learning Infrastructure for Schools	11
Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect	10
Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms	10
Using Mobile Dual Eye-Tracking to Capture Cycles of Collaboration and Cooperation in Co-located Dyads	10
Collaborative Troubleshooting in STEM: A Case Study of High School Students Finding and Fixing Code, Circuit and Craft Challenges in Electronic Textiles	8
“What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement	8
Evaluating the Quality of Argumentation: The Role of Epistemic Ideals and Reliable Processes	8
A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs	8
The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources	7
Correction	7
Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning	6
Youth-Initiated Moments: Making Visible Youth Bids for Rightful Presence in Informal STEM Learning	5
Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms	5

Regrounding Inquiry-Based Learning in History: A Study of Historians’ Epistemic Processes	5
Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth	4
The Dialogue of Creativity: Teaching the Creative Process by Animating Student Work as a Collaborating Creative Agent	4
Using Debugging as a Platform for Transdisciplinary Learning	4
Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material	4
Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue	3
A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms	3
Remembering What Produced the Data: Individual and Social Reconstruction in the Context of aQuantified SelfElementary Data and Statistics Unit	3
Grasping Psychological Evidence: Integrating Evidentiary Practices in Psychology Instruction	3
The Durability and Invisibility of Practice Fields: Insights from Math Teachers Doing Math	3