OOIR: Observatory of International Research

Papers

(The H4-Index of International Journal of Stem Education is 26. 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 2021-02-01 to 2025-02-01.)

Article	Citations
Exploring instructional design in K-12 STEM education: a systematic literature review	122
Mathematics and science across the transition from primary to secondary school: a systematic literature review	98
Science teacher identity research: a scoping literature review	97
Enhancing programming learning performance through a Jigsaw collaborative learning method in a metaverse virtual space	93
Engineering pedagogical content knowledge: examining correlations with formal and informal preparation experiences	85
Leveraging national laboratories to increase Black representation in STEM: recommendations within the Department of Energy	84
In memory of Jeffrey E. Froyd: a collection of tributes	66
Understanding science data literacy: a conceptual framework and assessment tool for college students majoring in STEM	65
Unlocking STEM pathways: A person-centred approach exploring a teacher recruitment intervention	56
Enhancing mathematical problem posing competence: a meta-analysis of intervention studies	56
Characteristics of interactive classrooms that first year students find helpful	54
“That’s just the way it is”: bullying and harassment in STEM academia	50
Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science	49
Teamwork dynamics in the context of large-size software development courses	45
Development of the Cooperative Adoption Factors Instrument to measure factors associated with instructional practice in the context of institutional change	40
A scoping review of literature assessing the impact of the learning assistant model	37
Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument	36
Shifts in learning assistants’ self-determination due to COVID-19 disruptions in Calculus II course delivery	32
Beyond “study skills”: a curriculum-embedded framework for metacognitive development in a college chemistry course	32
Documenting professional learning focused on implementing high-quality instructional materials in mathematics: the AIM–TRU learning cycle	30
The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools	30
Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses	30
Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning	29
Teachers’ race and gender biases and the moderating effects of their beliefs and dispositions	29
Blended and more: instructors organize sensemaking opportunities for mathematical equations in different ways when teaching the same scientific phenomenon	27

Examining engineering students’ participation in entrepreneurship education programs: implications for practice	27
Which evidence-based teaching practices change over time? Results from a university-wide STEM faculty development program	26