International Journal of Stem Education

Papers
(The TQCC of International Journal of Stem Education is 15. 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 2020-02-01 to 2024-02-01.)
ArticleCitations
Research and trends in STEM education: a systematic review of journal publications141
Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets86
Fostering computational thinking through educational robotics: a model for creative computational problem solving80
Reviewing assessment of student learning in interdisciplinary STEM education79
A systematic review on trends in using Moodle for teaching and learning69
Evidence of STEM enactment effectiveness in Asian student learning outcomes68
STEAM in education: a bibliometric analysis of performance and co-words in Web of Science66
Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice66
“Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups58
Growing a growth mindset: characterizing how and why undergraduate students’ mindsets change57
Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking55
“If you aren’t White, Asian or Indian, you aren’t an engineer”: racial microaggressions in STEM education55
Understanding coherence and integration in integrated STEM curriculum54
Rubrics to assess critical thinking and information processing in undergraduate STEM courses53
Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis47
A systematic review of STEM education research in the GCC countries: trends, gaps and barriers41
Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM41
Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops38
The application of AI technologies in STEM education: a systematic review from 2011 to 202138
How to foster the formation of STEM identity: studying diversity in an authentic learning environment37
STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations37
Using design thinking to cultivate the next generation of female STEAM thinkers37
Initial implementation of active learning strategies in large, lecture STEM courses: lessons learned from a multi-institutional, interdisciplinary STEM faculty development program37
Boundary crossing pedagogy in STEM education36
Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning36
Instructor strategies to aid implementation of active learning: a systematic literature review34
Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach34
Active learning through flipped classroom in mechanical engineering: improving students’ perception of learning and performance33
A scoping review of literature assessing the impact of the learning assistant model31
Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?30
Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory30
Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples29
Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing28
Research and trends in STEM education: a systematic analysis of publicly funded projects27
Do inquiry-based teaching and school climate influence science achievement and critical thinking? Evidence from PISA 201526
Equity-Oriented Conceptual Framework for K-12 STEM literacy26
Integrating science and engineering practices: outcomes from a collaborative professional development26
The influence of expressive and instrumental social capital from parents on women and underrepresented minority students’ declaration and persistence in engineering majors26
Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base25
Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity24
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 norms24
Self-efficacy and belonging: the impact of a university makerspace23
The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load22
NGSS-based teacher professional development to implement engineering practices in STEM instruction22
Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data22
Conceptual framework of STEM based on Japanese subject principles21
Exploring the factors that influence the career decision of STEM students at a university in South Africa21
Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses20
Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education20
Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence20
Undergraduates’ awareness of White and male privilege in STEM20
Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement20
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
The power of interest: minoritized women’s interest in engineering fosters persistence beliefs beyond belongingness and engineering identity19
Who is a scientist? The relationship between counter-stereotypical beliefs about scientists and the STEM major intentions of Black and Latinx male and female students19
Speaking up: a model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities18
Exploring critical components of an integrated STEM curriculum: an application of the innovation implementation framework18
Characterizing science graduate teaching assistants’ instructional practices in reformed laboratories and tutorials18
Finding time for computer science in the elementary school day: a quasi-experimental study of a transdisciplinary problem-based learning approach18
Development and validation of the role identity surveys in engineering (RIS-E) and STEM (RIS-STEM) for elementary students17
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 pandemic17
Development of the student course cognitive engagement instrument (SCCEI) for college engineering courses16
Investigation of STEM fields motivation among female students in science education colleges16
Change theory in STEM higher education: a systematic review16
Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers15
Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students15
Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study15
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