OOIR: Observatory of International Research

Papers

(The median citation count of Journal of the Learning Sciences is 4. 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.)

Article	Citations
Investigating and assessing informal computational thinking in grades K-2: A funds of knowledge approach	40
The temporal dimension of teacher learning in a video-based professional development program: An ecological perspective	37
Interdisciplinary learning in the humanities: Knowledge building and identity work	27
Interacting with nature in and through boundary crossing learning: A case of bioart-making	25
Note from the new co-editors: Expanding “what counts” in the learning sciences	24
Avoiding equity detours on the way to a more justice-oriented learning sciences	24
Toward epistemic justice in socio-scientific decision-making: How youth make sense of lively COVID-19 and vaccines data	18
Restorying a Black girl’s future: Using womanist storytelling methodologies to reimagine dominant narratives in computing education	16
Apprenticeship as a developmental mechanism in argumentation skill development	15
Material syntonicity: Examining computational performance and its materiality through weaving and sewing crafts	14
Teachers as agentic synthesizers:Recontextualizing personally meaningful practices from professional development	13
Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning	13
Centering future generations and sustaining our collective world	13
“We got so much better at reading each other’s energy”: Knowing, acting, and attuning as an improv ensemble	12
Blackness, place and learning: Youth cultivating a sense of identity-in-place through spatial storylines	12
Experts’ adaptation of apt epistemic performance: The role of practical knowledge	12
How students develop collaborative drawing to represent the transmission of sound: An analysis of explanatory scientific drawings with discourse maps	12
Disciplinary skills are not enough: Resituating historical thinking within students’ racialized and linguistic experiences	11
Opportunities and hindrances for promoting interdisciplinary learning in schools	10
An ecological paradigm of interdisciplinary learning: Implications for design	10
In memoriam - Nora Sabelli: Master orchestrator of grant programs and mentor for advancing the interdisciplinary learning sciences field	10
Humanizing Co-design through attention to educators’ affective and relational experiences	9
“It can not only just predict your future; it can also change it”: a case of two children examining algorithmic bias in machine learning	9
Beyond disciplinary engagement: Researching the ecologies of interdisciplinary learning	8
Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups	8

Reconfiguring science education through caring human inquiry and design with pets	7
Exploring how shared gaze visualizations support remote one-on-one teaching: A mixed method study	7
How physics students build computational literacy by creating computational literature	7
What happened to the interdisciplinary study of learning in humans and machines?	7
Interaction of avatar identity and opportunities to practice historical reasoning in a history videogame:A quantitative ethnography	6
Self-documentation as culturally relevant assessment for attunement to onto-epistemic heterogeneity in preservice teacher education	6
“Seeing power” between young people and conservation professionals in the design of a community-based watershed monitoring initiative	6
Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21 ^st century learning management	6
A framework for infrastructuring sustainable innovations in education	5
Humanizing AI for education: A learning sciences lens on emerging technologies	5
The effect of language on the coherence of children’s conceptions of force	5
From silence to melody: Adding a post-structuralist lens to more-than-representational theory to analyze power dynamics in the classroom	5
Manufacturing authenticity as part of written PBL curriculum: Contrived versus spontaneous events	5
Caught between expansive world-building and the status quo: Using figured worlds to understand world-building in AI for educational co-design contexts	5
Redesigning learning spaces for men of color: restructuring relations within a learning ecology	5
What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs	5
Learning and constructions of us and them in teachers’ collaborative groups	5
Constructing shared understanding of complex interdisciplinary problems: Epistemic games in interdisciplinary teamwork	4
From “Carrier” to “Creator”: The re-construction of national identity in more inclusive terms	4
Self-study enhances the learning effect of discussions	4
Embodying physics assessment: Reimagining formative assessment as a creative, multimodal, and culturally sustaining dialogic practice	4
Building knowledge: the ecological dynamics of co-operative action in collaborative construction of body-scale geometric structures	4
Learning what learning is: how classroom discourses shape Latine immigrant children’s ideas about learning	4
Early dawn toward imagining worlds	4