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 2020-11-01 to 2024-11-01.)

Article	Citations
From plans to actions: A process model for why feedback features influence feedback implementation	23
Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers	22
Multimethod assessment of self-regulated learning in college students: different methods for different components?	22
When learning from animations is more successful than learning from static pictures: learning the specifics of change	21
When failure fails to be productive: probing the effectiveness of productive failure for learning beyond STEM domains	18
A framework for supporting systems thinking and computational thinking through constructing models	18
Futurising science education: students’ experiences from a course on futures thinking and quantum computing	17
Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking	16
Enhancing students’ critical thinking skills: is comparing correct and erroneous examples beneficial?	14
It matters how to recall – task differences in retrieval practice	14
A generative professional development program for the development of science teacher epistemic orientations and teaching practices	13
Uncertain instruction: effects on curiosity, learning, and transfer	12
Exploring multiuser virtual teaching simulation as an alternative learning environment for student instructors	12
Preparing preservice teachers to use block-based coding in scientific modeling lessons	12
Coaching that supports teachers’ learning to enact ambitious instruction	11
Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education	11
Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability	10
Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences: a replication study	10
Preparatory effects of problem solving versus studying examples prior to instruction	10
Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations	9
Designing computer-based tests: design guidelines from multimedia learning studied with eye tracking	9
Augmenting the effect of virtual labs with "teacher demonstration" and "student critique" instructional designs to scaffold the development of scientific literacy	9
The role of motivational profiles in learning problem-solving and self-assessment skills with video modeling examples	9
Fostering transfer of responsibility in the middle school PBL classroom: an investigation of soft scaffolding	8
Exploring turn-taking patterns during dialogic collaborative problem solving	8

How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers	8
Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education	8
Analyzing student thinking reflected in self-constructed cognitive maps and its influence on inquiry task performance	8
The effect of worked examples on student learning and error anticipation in algebra	8
Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts	8
Effects of collaborative versus individual preparation on learning by teaching	8
Refuting student teachers’ misconceptions about multimedia learning	7
Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills	7
Using self-determination theory (SDT) to explain student STEM interest and identity development	7
Concept map as a tool to assess and enhance students' system thinking skills	7
Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?	7
Examining ontological and self-monitoring scaffolding to improve complex systems thinking with a participatory simulation	7
Promoting teachers' in-class SRL practices: effects of Authentic Interactive Dynamic Experiences (AIDE) based on simulations and video	6
Generative learning supports learning from video lectures: evidence from an EEG study	6
Scrum methodology in context-based secondary chemistry classes: effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning	6
Promoting interdisciplinary understanding in asynchronous online higher education courses: a learning communities approach	6
Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study	6
In pursuit of mutual benefits in school-based citizen science: who wins what in a win-win situation?	6
Connected design rationale: a model for measuring design learning using epistemic network analysis	6
Teaching sourcing during online inquiry – adolescents with the weakest skills benefited the most	6
An outcome-oriented pattern-based model to support teaching as a design science	6
Designing educative curriculum materials in interdisciplinary teams: designer processes and contributions	6
Embedding self-explanation prompts to support learning via instructional video	6
The modality effect reverses in a virtual reality learning environment and influences cognitive load	6
Micro productive failure and the acquisition of algebraic procedural knowledge	6