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 2022-01-01 to 2026-01-01.)

Article	Citations
Time Literacy: Academic Support for Neurodivergent Students in Higher Education	30
“Then the Nettle People Won’t Be Lonely”: Recognizing the Personhood of Plants in an Indigenous STEAM Summer Program	27
Museum Facilitator Practice as Infrastructure Design Work for Public Computing	23
Introducing Students to the Role of Assumptions in Mathematical Activity	23
Examining a Professional Learning Routine to Support Educators to Learn Teaching with and from Students	23
The Role of Preservice Teachers’ Quantitative and Covariational Reasoning in Understanding Climate Change	22
Goals in Motion: How Emergent Embodied Goals Support Elementary Students’ Mechanistic Reasoning in Collaborative Modeling Activities	22
Leveraging Prediction and Reflection in a Computational Setting to Enrich Undergraduate Students’ Combinatorial Thinking	20
Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design	13
Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them	13
Is Teaching Practice an Activity That Individuals Can Enact? The Case of Project Based Learning	13
A Mixed Method Investigation of Student Agency and Civic Media Literacy Through Journalistic Learning	12
Learning Inside the School, but Outside the Curriculum: An Extreme Case of Interest-Driven Learning in Alternative STEAM Learning Infrastructure for Schools	11
Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect	10
A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs	10
Using Mobile Dual Eye-Tracking to Capture Cycles of Collaboration and Cooperation in Co-located Dyads	9
“What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement	9
Collaborative Troubleshooting in STEM: A Case Study of High School Students Finding and Fixing Code, Circuit and Craft Challenges in Electronic Textiles	8
Evaluating the Quality of Argumentation: The Role of Epistemic Ideals and Reliable Processes	7
Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning	7
Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms	6
The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources	6
Regrounding Inquiry-Based Learning in History: A Study of Historians’ Epistemic Processes	5
Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material	5
Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth	5

Youth-Initiated Moments: Making Visible Youth Bids for Rightful Presence in Informal STEM Learning	5
Grasping Psychological Evidence: Integrating Evidentiary Practices in Psychology Instruction	4
Using Debugging as a Platform for Transdisciplinary Learning	4
A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms	3
How Can Ideas Be Connected Afterwards? Decomposing Teachers’ Facilitation Practices for Conceptual Learning in a Case of Formal Volume Calculation	3
“We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners	2
Materialized Action: Reformulating the “Doing of” Math Through Fiber Crafting	2
“We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation	2
Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue	2
The Intertwining of Children’s Interests and Micro-Practices at a Science Museum: Case Study of Three Children	2