OOIR: Observatory of International Research

Papers

(The H4-Index of International Journal of Stem Education is 36. 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 2022-08-01 to 2026-08-01.)

Article	Citations
A better fit: using data roles to appeal to more learners and promote critical data literacy	534
Beyond “study skills”: a curriculum-embedded framework for metacognitive development in a college chemistry course	376
The capital of cooperation: a resource-based study of school–out-of-school STEM cooperations across phases and professional roles	145
How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps	120
Exploring instructional design in K-12 STEM education: a systematic literature review	119
Teamwork dynamics in the context of large-size software development courses	119
The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education	114
“That’s just the way it is”: bullying and harassment in STEM academia	103
Empirical insights into the influence of ChatGPT-facilitated programming on primary learners’ performances: a mixed methods approach	98
Enhancing programming learning performance through a Jigsaw collaborative learning method in a metaverse virtual space	91
A decade of advancing development, diversity, engagement, and excellence in STEM education	91
The impact of AI-assisted pair programming on student motivation, programming anxiety, collaborative learning, and programming performance: a comparative study with traditional pair programming and in	88
Perceived network bridging influences the career commitment decisions of early career teachers	82
Utilizing an NLP-supported mobile reflection application to explore academic engagement, application engagement, and performance in engineering and physics courses	82
Validity, acceptability, and procedural issues of selection methods for graduate study admissions in the fields of science, technology, engineering, and mathematics: a mapping review	81
The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators	76
LUPDA: a comprehensive rubrics-based assessment model for STEAM education	74
A systematic review of STEM teacher recruitment and retention interventions	61
“Weebles wobble but they also commit to lifelong relationships”: teachers’ transdisciplinary learning in computational play	58
What do integrated STEM projects look like in middle school and high school classrooms? A systematic literature review of empirical studies of iSTEM projects	58
How do formal and informal science learning experiences during high school shape students’ career interest and STEM identity?	52
Modality matters: how combining oral and written instructional explanations improves STEM learning from video lectures	51
STEM education institutional change projects: examining enacted approaches through the lens of the Four Categories of Change Strategies Model	51
Enhancing STEM outcomes through mentorship (Mis)matching: an identity grafting approach	51
Secondary school mathematics and entrance into the STEM professions: a longitudinal study	50

Quantifying ento-literacy: development and validation of an international insect-focused attitude and knowledge survey instrument	49
Filling the gap between career choice and academic variables: gender comparisons in STEM and social sciences	47
Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses	45
Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation	44
Internal and external influences on role stereotype adherence and gender dynamics on engineering design teams	41
Applicant qualifications and characteristics in STEM faculty hiring: an analysis of faculty and administrator perspectives	40
Gender gaps in grades versus grade penalties: why grade anomalies may be more detrimental for women aspiring for careers in biological sciences	38
Synergistic effects of students’ mathematics and science motivational beliefs on achievement, and their determinants	37
A microgenetic analysis of teachers’ learning through teaching	37
Learning from the past; thinking for the future: reflections on STEM and its integration in formal and informal settings	37
Learning from watching dialog and monolog videos in online STEM courses	36