OOIR: Observatory of International Research

Papers

(The median citation count of Journal of the Learning Sciences 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 2021-11-01 to 2025-11-01.)

Article	Citations
Interacting with nature in and through boundary crossing learning: A case of bioart-making	31
Interdisciplinary learning in the humanities: Knowledge building and identity work	30
The temporal dimension of teacher learning in a video-based professional development program: An ecological perspective	27
Avoiding equity detours on the way to a more justice-oriented learning sciences	27
Toward epistemic justice in socio-scientific decision-making: How youth make sense of lively COVID-19 and vaccines data	22
Apprenticeship as a developmental mechanism in argumentation skill development	19
Note from the new co-editors: Expanding “what counts” in the learning sciences	19
Planning for student-driven discussions: A revelatory case of curricular sensemaking for epistemic agency	18
Restorying a Black girl’s future: Using womanist storytelling methodologies to reimagine dominant narratives in computing education	17
Material syntonicity: Examining computational performance and its materiality through weaving and sewing crafts	15
Blackness, place and learning: Youth cultivating a sense of identity-in-place through spatial storylines	14
What kind of revolution? Thinking and rethinking educational technologies in the time of COVID-19	12
Teachers as agentic synthesizers:Recontextualizing personally meaningful practices from professional development	11
How students develop collaborative drawing to represent the transmission of sound: An analysis of explanatory scientific drawings with discourse maps	11
Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning	11
“We got so much better at reading each other’s energy”: Knowing, acting, and attuning as an improv ensemble	10
An ecological paradigm of interdisciplinary learning: Implications for design	10
Experts’ adaptation of apt epistemic performance: The role of practical knowledge	10
Opportunities and hindrances for promoting interdisciplinary learning in schools	9
Disciplinary skills are not enough: Resituating historical thinking within students’ racialized and linguistic experiences	9
Exploring how shared gaze visualizations support remote one-on-one teaching: A mixed method study	8
Beyond disciplinary engagement: Researching the ecologies of interdisciplinary learning	8
Humanizing Co-design through attention to educators’ affective and relational experiences	8
Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups	8
In memoriam - Nora Sabelli: Master orchestrator of grant programs and mentor for advancing the interdisciplinary learning sciences field	8

Strategic shifts: How studio teachers use direction and support to build learner agency in the figured world of visual art	7
What happened to the interdisciplinary study of learning in humans and machines?	7
How physics students build computational literacy by creating computational literature	7
Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions	7
Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21 ^st century learning management	7
Reconfiguring science education through caring human inquiry and design with pets	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	5
What do correct answers reveal? The interpersonal and mathematical aspects of students’ interactions during groupwork in seventh grade mathematics	5
A framework for infrastructuring sustainable innovations in education	5
Caught between expansive world-building and the status quo: Using figured worlds to understand world-building in AI for educational co-design contexts	4
Learning and constructions of us and them in teachers’ collaborative groups	4
From silence to melody: Adding a post-structuralist lens to more-than-representational theory to analyze power dynamics in the classroom	4
Manufacturing authenticity as part of written PBL curriculum: Contrived versus spontaneous events	4
What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs	4
Voice as an interactional accomplishment in art making about social issues	4
Embodying physics assessment: Reimagining formative assessment as a creative, multimodal, and culturally sustaining dialogic practice	3
The effect of language on the coherence of children’s conceptions of force	3
Group creativity in adolescence: Relational, material and institutional dimensions of creative collaboration	3
From “Carrier” to “Creator”: The re-construction of national identity in more inclusive terms	3
Constructing shared understanding of complex interdisciplinary problems: Epistemic games in interdisciplinary teamwork	3
Self-study enhances the learning effect of discussions	2
Culturally and Linguistically Sustaining Formative Assessment in science and engineering: Highlighting multilingual girls’ linguistic, epistemic, and spatial brilliances	2
Note from the outgoing editors	2
Early dawn toward imagining worlds	2
The adventures of John Bransford: In memoriam	2
Creative expansion of knowledge-creating learning	2
Productive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning	2
Learning with and beyond the body: The production of mobile architectures in a ballet variations class	2
Applying the PAIR-C Framework to foster deep understanding and address misconceptions in science education	2