Instructional Science

Papers
(The H4-Index of Instructional Science is 15. 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.)
ArticleCitations
Spaced recall reduces forgetting of fundamental mathematical concepts in a post high school precalculus course39
Conceptual and procedural knowledge retention in data visualization: a longitudinal study of doctoral learning and instructional design implications35
Using productive failure to learn genetics in a game-based environment32
How adding structure reduces complexity: more interconnections in concept maps do not increase cognitive load25
Integrating dispositions in instructional design: an exploratory study in higher education23
Beyond small gains: how content-focused high-specificity peer feedback correlates with substantial provider benefits21
Associations between student-perceived teaching quality and students’ mathematics confidence and mathematics achievement: A study of Swedish grade 4 TIMSS 201920
Scoping deliberations: scaffolding engagement in planning collective action18
Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy17
Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach17
Are you inspired or overwhelmed? The benefits of teachers setting challenging expectations17
Self-study followed by discussion enhances learning for high school students16
Half a century of Instructional Science: a bibliometric analysis16
Leveraging conjecture mapping for design-based research: a case of adoption and development16
Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes16
Correction: Understanding interactions between scientists and elementary school students in a citizen science project15
Walking the number line: towards an enactive understanding of integer arithmetic15
0.055504083633423