OOIR: Observatory of International Research

Papers

(The median citation count of Cognition and Instruction is 3. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Time Literacy: Academic Support for Neurodivergent Students in Higher Education	29
Exploring Students’ Dynamic Measurement Reasoning About Right Prisms and Cylinders	25
“Then the Nettle People Won’t Be Lonely”: Recognizing the Personhood of Plants in an Indigenous STEAM Summer Program	23
Examining a Professional Learning Routine to Support Educators to Learn Teaching with and from Students	21
Introducing Students to the Role of Assumptions in Mathematical Activity	19
Museum Facilitator Practice as Infrastructure Design Work for Public Computing	18
The Role of Preservice Teachers’ Quantitative and Covariational Reasoning in Understanding Climate Change	17
Goals in Motion: How Emergent Embodied Goals Support Elementary Students’ Mechanistic Reasoning in Collaborative Modeling Activities	17
Leveraging Prediction and Reflection in a Computational Setting to Enrich Undergraduate Students’ Combinatorial Thinking	15
Seeking Coherence in the Multiplicative Conceptual Field: A Knowledge-in-Pieces Account	14
Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design	13
Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect	10
Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them	10
Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms	10
Learning Inside the School, but Outside the Curriculum: An Extreme Case of Interest-Driven Learning in Alternative STEAM Learning Infrastructure for Schools	10
A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs	9
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	8
Evaluating the Quality of Argumentation: The Role of Epistemic Ideals and Reliable Processes	7
Collaborative Troubleshooting in STEM: A Case Study of High School Students Finding and Fixing Code, Circuit and Craft Challenges in Electronic Textiles	7
Correction	6
Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms	5
Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning	5
The Problem With Perspective: Students’ and Teachers’ Reasoning About Credibility During Discussions of Online Sources	5
Regrounding Inquiry-Based Learning in History: A Study of Historians’ Epistemic Processes	4

The Dialogue of Creativity: Teaching the Creative Process by Animating Student Work as a Collaborating Creative Agent	4
Entering the Historiographic Problem Space: Scaffolding Student Analysis and Evaluation of Historical Interpretations in Secondary Source Material	4
Youth-Initiated Moments: Making Visible Youth Bids for Rightful Presence in Informal STEM Learning	4
Using Debugging as a Platform for Transdisciplinary Learning	3
Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue	3
Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth	3
A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms	3
Grasping Psychological Evidence: Integrating Evidentiary Practices in Psychology Instruction	3
How Can Ideas Be Connected Afterwards? Decomposing Teachers’ Facilitation Practices for Conceptual Learning in a Case of Formal Volume Calculation	3