OOIR: Observatory of International Research

Papers

(The H4-Index of International Journal of Stem Education is 33. 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 2021-12-01 to 2025-12-01.)

Article	Citations
Characteristics of interactive classrooms that first year students find helpful	319
Teamwork dynamics in the context of large-size software development courses	256
Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis	196
Beyond “study skills”: a curriculum-embedded framework for metacognitive development in a college chemistry course	180
Exploring instructional design in K-12 STEM education: a systematic literature review	153
“That’s just the way it is”: bullying and harassment in STEM academia	124
How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps	108
Enhancing programming learning performance through a Jigsaw collaborative learning method in a metaverse virtual space	86
The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education	85
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	74
Which evidence-based teaching practices change over time? Results from a university-wide STEM faculty development program	68
The capital of cooperation: a resource-based study of school–out-of-school STEM cooperations across phases and professional roles	68
A decade of advancing development, diversity, engagement, and excellence in STEM education	64
Utilizing an NLP-supported mobile reflection application to explore academic engagement, application engagement, and performance in engineering and physics courses	63
Validity, acceptability, and procedural issues of selection methods for graduate study admissions in the fields of science, technology, engineering, and mathematics: a mapping review	61
Investigation of STEM fields motivation among female students in science education colleges	60
LUPDA: a comprehensive rubrics-based assessment model for STEAM education	59
Whose ability and growth matter? Gender, mindset and performance in physics	57
The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators	57
A systematic review of STEM teacher recruitment and retention interventions	55
Perceived network bridging influences the career commitment decisions of early career teachers	48
Modality matters: how combining oral and written instructional explanations improves STEM learning from video lectures	42
Enhancing STEM outcomes through mentorship (Mis)matching: an identity grafting approach	42
How do formal and informal science learning experiences during high school shape students’ career interest and STEM identity?	38
What do integrated STEM projects look like in middle school and high school classrooms? A systematic literature review of empirical studies of iSTEM projects	37

“Weebles wobble but they also commit to lifelong relationships”: teachers’ transdisciplinary learning in computational play	37
STEM education institutional change projects: examining enacted approaches through the lens of the Four Categories of Change Strategies Model	36
Internal and external influences on role stereotype adherence and gender dynamics on engineering design teams	36
Applicant qualifications and characteristics in STEM faculty hiring: an analysis of faculty and administrator perspectives	35
Quantifying ento-literacy: development and validation of an international insect-focused attitude and knowledge survey instrument	35
Filling the gap between career choice and academic variables: gender comparisons in STEM and social sciences	34
Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation	34
Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses	33
Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data	33