OOIR: Observatory of International Research

Papers

(The median citation count of Journal of the Learning Sciences 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 2022-05-01 to 2026-05-01.)

Article	Citations
The temporal dimension of teacher learning in a video-based professional development program: An ecological perspective	37
Avoiding equity detours on the way to a more justice-oriented learning sciences	27
Interacting with nature in and through boundary crossing learning: A case of bioart-making	26
Interdisciplinary learning in the humanities: Knowledge building and identity work	25
Investigating and assessing informal computational thinking in grades K-2: A funds of knowledge approach	23
Note from the new co-editors: Expanding “what counts” in the learning sciences	22
Toward epistemic justice in socio-scientific decision-making: How youth make sense of lively COVID-19 and vaccines data	17
Restorying a Black girl’s future: Using womanist storytelling methodologies to reimagine dominant narratives in computing education	15
Blackness, place and learning: Youth cultivating a sense of identity-in-place through spatial storylines	13
Apprenticeship as a developmental mechanism in argumentation skill development	13
Centering future generations and sustaining our collective world	13
Material syntonicity: Examining computational performance and its materiality through weaving and sewing crafts	13
Teachers as agentic synthesizers:Recontextualizing personally meaningful practices from professional development	12
Experts’ adaptation of apt epistemic performance: The role of practical knowledge	11
How students develop collaborative drawing to represent the transmission of sound: An analysis of explanatory scientific drawings with discourse maps	11
An ecological paradigm of interdisciplinary learning: Implications for design	11
Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning	11
Disciplinary skills are not enough: Resituating historical thinking within students’ racialized and linguistic experiences	9
“We got so much better at reading each other’s energy”: Knowing, acting, and attuning as an improv ensemble	9
Opportunities and hindrances for promoting interdisciplinary learning in schools	9
In memoriam - Nora Sabelli: Master orchestrator of grant programs and mentor for advancing the interdisciplinary learning sciences field	8
Exploring how shared gaze visualizations support remote one-on-one teaching: A mixed method study	8
Great minds think alike—how homogeneous problem perceptions are associated with successful regulation in collaborative learning groups	8
Humanizing Co-design through attention to educators’ affective and relational experiences	8
Interpersonal, intrapersonal, and cognitive tactics: A thematic analysis of adults’ 21 ^st century learning management	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
Beyond disciplinary engagement: Researching the ecologies of interdisciplinary learning	7
Self-documentation as culturally relevant assessment for attunement to onto-epistemic heterogeneity in preservice teacher education	6
Reconfiguring science education through caring human inquiry and design with pets	6
Interaction of avatar identity and opportunities to practice historical reasoning in a history videogame:A quantitative ethnography	6
“Seeing power” between young people and conservation professionals in the design of a community-based watershed monitoring initiative	5
What pedagogy feels like: Teachers’ development of pedagogical empathy in rehearsal debriefs	5
What do correct answers reveal? The interpersonal and mathematical aspects of students’ interactions during groupwork in seventh grade mathematics	5
Manufacturing authenticity as part of written PBL curriculum: Contrived versus spontaneous events	5
A framework for infrastructuring sustainable innovations in education	5
From silence to melody: Adding a post-structuralist lens to more-than-representational theory to analyze power dynamics in the classroom	5
Constructing shared understanding of complex interdisciplinary problems: Epistemic games in interdisciplinary teamwork	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	4
Caught between expansive world-building and the status quo: Using figured worlds to understand world-building in AI for educational co-design contexts	4
The effect of language on the coherence of children’s conceptions of force	4
Self-study enhances the learning effect of discussions	3
Productive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning	3
Learning and constructions of us and them in teachers’ collaborative groups	3
Early dawn toward imagining worlds	3
Applying the PAIR-C Framework to foster deep understanding and address misconceptions in science education	3
Culturally and Linguistically Sustaining Formative Assessment in science and engineering: Highlighting multilingual girls’ linguistic, epistemic, and spatial brilliances	3
From “Carrier” to “Creator”: The re-construction of national identity in more inclusive terms	3
Building knowledge: the ecological dynamics of co-operative action in collaborative construction of body-scale geometric structures	3