OOIR: Observatory of International Research

Papers

(The TQCC of Instructional Science is 6. 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 2020-04-01 to 2024-04-01.)

Article	Citations
The impact of digital distraction on lecture note taking and student learning	30
Example-based learning: should learners receive closed-book or open-book self-explanation prompts?	19
Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers	18
From plans to actions: A process model for why feedback features influence feedback implementation	18
Multimethod assessment of self-regulated learning in college students: different methods for different components?	18
When failure fails to be productive: probing the effectiveness of productive failure for learning beyond STEM domains	17
Situational interest helps correct misconceptions: An investigation of conceptual change in university students	17
Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking	15
Exploring problem conceptualization and performance in STEM problem solving contexts	14
Futurising science education: students’ experiences from a course on futures thinking and quantum computing	13
Mine the process: investigating the cyclical nature of upper primary school students’ self-regulated learning	13
It matters how to recall – task differences in retrieval practice	13
A generative professional development program for the development of science teacher epistemic orientations and teaching practices	12
When learning from animations is more successful than learning from static pictures: learning the specifics of change	12
Split up, but stay together: Collaboration and cooperation in mathematical problem solving	12
A framework for supporting systems thinking and computational thinking through constructing models	11
Enhancing students’ critical thinking skills: is comparing correct and erroneous examples beneficial?	11
Can we further improve tablet-based drawing to enhance learning? An empirical test of two types of support	10
Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education	8
Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability	8
Preparatory effects of problem solving versus studying examples prior to instruction	8
Effects of collaborative versus individual preparation on learning by teaching	8
Uncertain instruction: effects on curiosity, learning, and transfer	8
Preparing preservice teachers to use block-based coding in scientific modeling lessons	8
Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations	7

Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds?	7
Exploring multiuser virtual teaching simulation as an alternative learning environment for student instructors	7
Exploring turn-taking patterns during dialogic collaborative problem solving	7
The role of motivational profiles in learning problem-solving and self-assessment skills with video modeling examples	7
Comparing first- and third-person perspectives in early elementary learning of honeybee systems	7
Augmenting the effect of virtual labs with "teacher demonstration" and "student critique" instructional designs to scaffold the development of scientific literacy	6
Coaching that supports teachers’ learning to enact ambitious instruction	6
Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?	6
A framework for exploring small group learning in high school science classrooms: The triple problem solving space	6
The effect of worked examples on student learning and error anticipation in algebra	6
Connected design rationale: a model for measuring design learning using epistemic network analysis	6
Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking	6
Examining ontological and self-monitoring scaffolding to improve complex systems thinking with a participatory simulation	6
How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers	6
Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study	6
Teacher and student enactments of a transdisciplinary art-science-computing unit	6
Analyzing student thinking reflected in self-constructed cognitive maps and its influence on inquiry task performance	6