OOIR: Observatory of International Research

Papers

(The median citation count of Cognition and Instruction is 2. 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 2022-05-01 to 2026-05-01.)

Article	Citations
“Then the Nettle People Won’t Be Lonely”: Recognizing the Personhood of Plants in an Indigenous STEAM Summer Program	33
Time Literacy: Academic Support for Neurodivergent Students in Higher Education	24
Introducing Students to the Role of Assumptions in Mathematical Activity	14
Examining a Professional Learning Routine to Support Educators to Learn Teaching with and from Students	14
Museum Facilitator Practice as Infrastructure Design Work for Public Computing	11
Goals in Motion: How Emergent Embodied Goals Support Elementary Students’ Mechanistic Reasoning in Collaborative Modeling Activities	11
Is Teaching Practice an Activity That Individuals Can Enact? The Case of Project Based Learning	10
The Role of Preservice Teachers’ Quantitative and Covariational Reasoning in Understanding Climate Change	10
A Mixed Method Investigation of Student Agency and Civic Media Literacy Through Journalistic Learning	9
Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them	8
Learning Inside the School, but Outside the Curriculum: An Extreme Case of Interest-Driven Learning in Alternative STEAM Learning Infrastructure for Schools	7
Using Mobile Dual Eye-Tracking to Capture Cycles of Collaboration and Cooperation in Co-located Dyads	6
A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs	5
The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources	5
Collaborative Troubleshooting in STEM: A Case Study of High School Students Finding and Fixing Code, Circuit and Craft Challenges in Electronic Textiles	5
Evaluating the Quality of Argumentation: The Role of Epistemic Ideals and Reliable Processes	5
“What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement	5
Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms	4
Grasping Psychological Evidence: Integrating Evidentiary Practices in Psychology Instruction	3
It’s Not “Just” an Equation: How Students Dynamically Coordinate Mechanistic and Mathematical Schemas with Complex Equations	3
Using Debugging as a Platform for Transdisciplinary Learning	3
Youth-Initiated Moments: Making Visible Youth Bids for Rightful Presence in Informal STEM Learning	3
How Can Ideas Be Connected Afterwards? Decomposing Teachers’ Facilitation Practices for Conceptual Learning in a Case of Formal Volume Calculation	3
Regrounding Inquiry-Based Learning in History: A Study of Historians’ Epistemic Processes	3
“We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners	2

The Intertwining of Children’s Interests and Micro-Practices at a Science Museum: Case Study of Three Children	2
Supporting Teachers to Integrate Computational Practices and Design Opportunities for Equitable Participation in Science Classrooms	2
“We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation	2
A Letter from the Incoming Coeditors	2
A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms	2
Materialized Action: Reformulating the “Doing of” Math Through Fiber Crafting	2