OOIR: Observatory of International Research

Papers

(The median citation count of International Journal of Stem Education is 6. 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 2020-03-01 to 2024-03-01.)

Article	Citations
Research and trends in STEM education: a systematic review of journal publications	144
Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets	93
Fostering computational thinking through educational robotics: a model for creative computational problem solving	83
Reviewing assessment of student learning in interdisciplinary STEM education	81
A systematic review on trends in using Moodle for teaching and learning	74
STEAM in education: a bibliometric analysis of performance and co-words in Web of Science	71
Evidence of STEM enactment effectiveness in Asian student learning outcomes	71
Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice	69
“Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups	63
Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change	59
Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking	58
“If you aren’t White, Asian or Indian, you aren’t an engineer”: racial microaggressions in STEM education	57
Rubrics to assess critical thinking and information processing in undergraduate STEM courses	56
Understanding coherence and integration in integrated STEM curriculum	54
Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis	53
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM	47
A systematic review of STEM education research in the GCC countries: trends, gaps and barriers	44
The application of AI technologies in STEM education: a systematic review from 2011 to 2021	43
STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations	41
Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops	40
How to foster the formation of STEM identity: studying diversity in an authentic learning environment	40
Boundary crossing pedagogy in STEM education	39
Using design thinking to cultivate the next generation of female STEAM thinkers	38
Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning	36
Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance	35

Instructor strategies to aid implementation of active learning: a systematic literature review	35
Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach	34
Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory	33
A scoping review of literature assessing the impact of the learning assistant model	32
Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?	31
Equity-Oriented Conceptual Framework for K-12 STEM literacy	31
Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples	30
Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing	28
A social cognitive perspective on gender disparities in self-efficacy, interest, and aspirations in science, technology, engineering, and mathematics (STEM): the influence of cultural and gender norms	28
Research and trends in STEM education: a systematic analysis of publicly funded projects	28
The influence of expressive and instrumental social capital from parents on women and underrepresented minority students’ declaration and persistence in engineering majors	27
Integrating science and engineering practices: outcomes from a collaborative professional development	26
Do inquiry-based teaching and school climate influence science achievement and critical thinking? Evidence from PISA 2015	26
Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity	25
Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base	25
The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load	25
Self-efficacy and belonging: the impact of a university makerspace	24
NGSS-based teacher professional development to implement engineering practices in STEM instruction	23
Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement	22
Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses	22
Who is a scientist? The relationship between counter-stereotypical beliefs about scientists and the STEM major intentions of Black and Latinx male and female students	21
Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data	21
Conceptual framework of STEM based on Japanese subject principles	21
Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education	21
Exploring the factors that influence the career decision of STEM students at a university in South Africa	21
Undergraduates’ awareness of White and male privilege in STEM	21
I will teach you here or there, I will try to teach you anywhere: perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic	20
Finding time for computer science in the elementary school day: a quasi-experimental study of a transdisciplinary problem-based learning approach	20
Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence	20
Speaking up: a model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities	19
The power of interest: minoritized women’s interest in engineering fosters persistence beliefs beyond belongingness and engineering identity	19
Factors influencing the academic success of Latinx students matriculating at 2-year and transferring to 4-year US institutions—implications for STEM majors: a systematic review of the literature	19
Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials	19
Change theory in STEM higher education: a systematic review	18
Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning	17
Development and validation of the role identity surveys in engineering (RIS-E) and STEM (RIS-STEM) for elementary students	17
AI literacy in K-12: a systematic literature review	17
Examining engineering students’ participation in entrepreneurship education programs: implications for practice	16
Investigation of STEM fields motivation among female students in science education colleges	16
Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study	16
Development of the student course cognitive engagement instrument (SCCEI) for college engineering courses	16
Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students	16
Trends and research foci of robotics-based STEM education: a systematic review from diverse angles based on the technology-based learning model	15
Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers	15
Measuring university students’ interest in biology: evaluation of an instrument targeting Hidi and Renninger’s individual interest	15
Engineering practices as a framework for STEM education: a proposal based on epistemic nuances	14
Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience	14
Correlations between modes of student cognitive engagement and instructional practices in undergraduate STEM courses	13
Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses	13
Science and mathematics teacher communities of practice: social influences on discipline-based identity and self-efficacy beliefs	13

Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach	12
The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators	12
Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum	12
Quantifying fear of failure in STEM: modifying and evaluating the Performance Failure Appraisal Inventory (PFAI) for use with STEM undergraduates	12
Cultural capital in undergraduate research: an exploration of how biology students operationalize knowledge to access research experiences at a large, public research-intensive institution	12
Engineering students’ attitudinal beliefs by gender and student division: a methodological comparison of changes over time	12
Authorship and topic trends in STEM education research	11
Six years of development in promoting identity formation of STEM education as a distinct field	11
The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools	11
Competence and autonomous motivation as motivational predictors of college students’ mathematics achievement: from the perspective of self-determination theory	11
Women’s career confidence in a fixed, sexist STEM environment	11
Authentic STEM research, practices of science, and interest development in an informal science education program	11
Establishing a baseline of science communication skills in an undergraduate environmental science course	11
Beyond content and curriculum in elementary classrooms: conceptualizing the cultivation of integrated STEM teacher identity	11
Racism, sexism and disconnection: contrasting experiences of Black women in STEM before and after transfer from community college	11
End of the road? The career intentions of under-represented STEM students in higher education	11
Science identity and metacognitive development in undergraduate mentor-teachers	11
Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming	10
A systematic review of high impact empirical studies in STEM education	10
Inclusion in practice: a systematic review of diversity-focused STEM programming in the United States	10
Identity evolution of STEM teachers in Egyptian STEM schools in a time of transition: a case study	10
The cognitive principles of learning underlying the 5E Model of Instruction	9
A model of peer effects on instructor innovation adoption	9
How are undergraduate STEM instructors leveraging student thinking?	9
Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science	9
Integrating arts with STEM and leading with STEAM to increase science learning with equity for emerging bilingual learners in the United States	9
Improving conceptual understanding of gas behavior through the use of screencasts and simulations	9
Engineering pedagogical content knowledge: examining correlations with formal and informal preparation experiences	9
Conceptual connections between science and engineering in elementary teachers’ unit plans	8
Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom	8
Understanding STEM academics’ responses and resilience to educational reform of academic roles in higher education	8
Beyond content knowledge: transferable skills connected to experience as a peer-leader in a PLTL program and long-term impacts	8
Building bridges: a review and synthesis of research on teaching knowledge for undergraduate instruction in science, engineering, and mathematics	8
Intercultural competence outcomes of a STEM living–learning community	8
Exploring students’ procedural flexibility in three countries	8
An alternative to STEBI-A: validation of the T-STEM science scale	8
Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community	8
Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills	8
Internet use at and outside of school in relation to low- and high-stakes mathematics test scores across 3 years	8
Measuring science self-efficacy with a focus on the perceived competence dimension: using mixed methods to develop an instrument and explore changes through cross-sectional and longitudinal analyses i	8
Institutionalizing evidence-based STEM reform through faculty professional development and support structures	7
Whose ability and growth matter? Gender, mindset and performance in physics	7
Adapting the CACAO model to support higher education STEM teaching reform	7
The (STEM)2 Network: a multi-institution, multidisciplinary approach to transforming undergraduate STEM education	7
Interdisciplinary conversations in STEM education: can faculty understand each other better than their students do?	7
Undergraduate student perceptions of stress and mental health in engineering culture	7
Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument	7
Web-based authentic inquiry experiences in large introductory classes consistently associated with significant learning gains for all students	7
Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students	7
The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies	7
Am I getting through? Surveying students on what messages they recall from the first day of STEM classes	7
A model for examining middle school students’ STEM integration behavior in a national technology competition	6
What do integrated STEM projects look like in middle school and high school classrooms? A systematic literature review of empirical studies of iSTEM projects	6
STEM doctoral students’ skill development: does funding mechanism matter?	6
Variation in which key motivational and academic resources relate to academic performance disparities across introductory college courses	6
Revisiting critical STEM interventions: a literature review of STEM organizational learning	6
Team-based instructional change in undergraduate STEM: characterizing effective faculty collaboration	6
Gendered patterns in students’ motivation profiles regarding iSTEM and STEM test scores: a cluster analysis	6
Building science through questions in Content and Language Integrated Learning (CLIL) classrooms	6
Changing between representations of elementary functions: students’ competencies and differences with a specific perspective on school track and gender	6
The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions	6
Students’ implicit epistemologies when working at the intersection of engineering and the arts	6
Influence of 3D models and animations on students in natural subjects	6
Prospective K-8 teachers’ noticing of student justifications and generalizations in the context of analyzing written artifacts and video-records	6