International Journal of Stem Education

(The TQCC of International Journal of Stem Education is 14. 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 2020-05-01 to 2024-05-01.)
Reviewing assessment of student learning in interdisciplinary STEM education87
Fostering computational thinking through educational robotics: a model for creative computational problem solving87
A systematic review on trends in using Moodle for teaching and learning80
STEAM in education: a bibliometric analysis of performance and co-words in Web of Science76
Evidence of STEM enactment effectiveness in Asian student learning outcomes75
“Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups66
Understanding coherence and integration in integrated STEM curriculum61
Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change61
Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking61
“If you aren’t White, Asian or Indian, you aren’t an engineer”: racial microaggressions in STEM education59
Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis58
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM55
A systematic review of STEM education research in the GCC countries: trends, gaps and barriers51
The application of AI technologies in STEM education: a systematic review from 2011 to 202148
How to foster the formation of STEM identity: studying diversity in an authentic learning environment44
STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations44
Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops44
Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance41
Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning40
Using design thinking to cultivate the next generation of female STEAM thinkers40
Instructor strategies to aid implementation of active learning: a systematic literature review39
A scoping review of literature assessing the impact of the learning assistant model37
Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory37
Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?33
Equity-Oriented Conceptual Framework for K-12 STEM literacy33
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 norms32
Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples32
AI literacy in K-12: a systematic literature review31
Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing29
Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base28
The influence of expressive and instrumental social capital from parents on women and underrepresented minority students’ declaration and persistence in engineering majors27
Do inquiry-based teaching and school climate influence science achievement and critical thinking? Evidence from PISA 201526
The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load26
Self-efficacy and belonging: the impact of a university makerspace26
NGSS-based teacher professional development to implement engineering practices in STEM instruction25
Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity25
Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses24
Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data23
Exploring the factors that influence the career decision of STEM students at a university in South Africa23
The power of interest: minoritized women’s interest in engineering fosters persistence beliefs beyond belongingness and engineering identity23
Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement23
Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education22
Who is a scientist? The relationship between counter-stereotypical beliefs about scientists and the STEM major intentions of Black and Latinx male and female students22
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 pandemic22
Finding time for computer science in the elementary school day: a quasi-experimental study of a transdisciplinary problem-based learning approach21
Undergraduates’ awareness of White and male privilege in STEM21
Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence20
Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials20
Trends and research foci of robotics-based STEM education: a systematic review from diverse angles based on the technology-based learning model20
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 literature19
Speaking up: a model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities19
Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study19
Integration of computational thinking in K-12 mathematics education: a systematic review on CT-based mathematics instruction and student learning18
Development and validation of the role identity surveys in engineering (RIS-E) and STEM (RIS-STEM) for elementary students18
Engineering practices as a framework for STEM education: a proposal based on epistemic nuances18
Change theory in STEM higher education: a systematic review18
Examining engineering students’ participation in entrepreneurship education programs: implications for practice17
Development of the student course cognitive engagement instrument (SCCEI) for college engineering courses17
Measuring university students’ interest in biology: evaluation of an instrument targeting Hidi and Renninger’s individual interest16
Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students16
Investigation of STEM fields motivation among female students in science education colleges16
Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers16
Motivation, pedagogy, and gender: examining the multifaceted and dynamic situational responses of women and men in college STEM courses15
Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience15
Women’s career confidence in a fixed, sexist STEM environment14
Science and mathematics teacher communities of practice: social influences on discipline-based identity and self-efficacy beliefs14
Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum14
Inclusion in practice: a systematic review of diversity-focused STEM programming in the United States14