OOIR: Observatory of International Research

Papers

(The H4-Index of International Journal of Stem Education is 28. 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 2021-04-01 to 2025-04-01.)

Article	Citations
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	161
The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools	145
The relationship between epistemological beliefs, reflective thinking, and science identity: a structural equation modeling analysis	142
Examining engineering students’ participation in entrepreneurship education programs: implications for practice	119
Blended and more: instructors organize sensemaking opportunities for mathematical equations in different ways when teaching the same scientific phenomenon	106
An alternative to STEBI-A: validation of the T-STEM science scale	104
Which evidence-based teaching practices change over time? Results from a university-wide STEM faculty development program	82
Changing between representations of elementary functions: students’ competencies and differences with a specific perspective on school track and gender	74
Engineering pedagogical content knowledge: examining correlations with formal and informal preparation experiences	68
Characteristics of interactive classrooms that first year students find helpful	64
Correction to: I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic	64
The influences of student- and school-level factors on engineering undergraduate student success outcomes: A multi-level multi-school study	55
Beyond “study skills”: a curriculum-embedded framework for metacognitive development in a college chemistry course	53
Shifts in learning assistants’ self-determination due to COVID-19 disruptions in Calculus II course delivery	48
Mathematics and science across the transition from primary to secondary school: a systematic literature review	47
Establishing a baseline of science communication skills in an undergraduate environmental science course	43
Development of the Cooperative Adoption Factors Instrument to measure factors associated with instructional practice in the context of institutional change	40
Documenting professional learning focused on implementing high-quality instructional materials in mathematics: the AIM–TRU learning cycle	37
Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis	37
Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum	37
Teamwork dynamics in the context of large-size software development courses	34
“That’s just the way it is”: bullying and harassment in STEM academia	33
Unlocking STEM pathways: A person-centred approach exploring a teacher recruitment intervention	32
Exploring instructional design in K-12 STEM education: a systematic literature review	30
Science teacher identity research: a scoping literature review	30

One size doesn’t fit all: how different types of learning motivations influence engineering undergraduate students’ success outcomes	30
Leveraging national laboratories to increase Black representation in STEM: recommendations within the Department of Energy	30
Enhancing programming learning performance through a Jigsaw collaborative learning method in a metaverse virtual space	29
A systematic review of high impact empirical studies in STEM education	28
A decade of advancing development, diversity, engagement, and excellence in STEM education	28
Understanding science data literacy: a conceptual framework and assessment tool for college students majoring in STEM	28
In memory of Jeffrey E. Froyd: a collection of tributes	28
Precision education via timely intervention in K-12 computer programming course to enhance programming skill and affective-domain learning objectives	28