OOIR: Observatory of International Research

Papers

(The H4-Index of International Journal of Stem Education is 36. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Characteristics of interactive classrooms that first year students find helpful	473
Empirical insights into the influence of ChatGPT-facilitated programming on primary learners’ performances: a mixed methods approach	337
How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps	127
Enhancing programming learning performance through a Jigsaw collaborative learning method in a metaverse virtual space	113
A better fit: using data roles to appeal to more learners and promote critical data literacy	106
“That’s just the way it is”: bullying and harassment in STEM academia	103
Beyond “study skills”: a curriculum-embedded framework for metacognitive development in a college chemistry course	102
The capital of cooperation: a resource-based study of school–out-of-school STEM cooperations across phases and professional roles	90
Teamwork dynamics in the context of large-size software development courses	87
Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis	83
The impact of AI-assisted pair programming on student motivation, programming anxiety, collaborative learning, and programming performance: a comparative study with traditional pair programming and in	82
Exploring instructional design in K-12 STEM education: a systematic literature review	81
The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education	79
A decade of advancing development, diversity, engagement, and excellence in STEM education	72
LUPDA: a comprehensive rubrics-based assessment model for STEAM education	70
Perceived network bridging influences the career commitment decisions of early career teachers	63
Utilizing an NLP-supported mobile reflection application to explore academic engagement, application engagement, and performance in engineering and physics courses	55
Validity, acceptability, and procedural issues of selection methods for graduate study admissions in the fields of science, technology, engineering, and mathematics: a mapping review	53
The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators	51
A systematic review of STEM teacher recruitment and retention interventions	50
Enhancing STEM outcomes through mentorship (Mis)matching: an identity grafting approach	49
“Weebles wobble but they also commit to lifelong relationships”: teachers’ transdisciplinary learning in computational play	48
Modality matters: how combining oral and written instructional explanations improves STEM learning from video lectures	47
STEM education institutional change projects: examining enacted approaches through the lens of the Four Categories of Change Strategies Model	47
What do integrated STEM projects look like in middle school and high school classrooms? A systematic literature review of empirical studies of iSTEM projects	46

Filling the gap between career choice and academic variables: gender comparisons in STEM and social sciences	45
How do formal and informal science learning experiences during high school shape students’ career interest and STEM identity?	45
Applicant qualifications and characteristics in STEM faculty hiring: an analysis of faculty and administrator perspectives	45
Secondary school mathematics and entrance into the STEM professions: a longitudinal study	44
Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses	39
Internal and external influences on role stereotype adherence and gender dynamics on engineering design teams	38
Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation	37
Learning from the past; thinking for the future: reflections on STEM and its integration in formal and informal settings	37
Quantifying ento-literacy: development and validation of an international insect-focused attitude and knowledge survey instrument	37
Authorship and topic trends in STEM education research	36
A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students	36