Most cited papers in Education and Critical Thinking Development
What are the most cited papers in Education and Critical Thinking Development?
The most cited paper in Education and Critical Thinking Development is "Frame Analysis: An Essay on the Organization of Experience." (William A. Gamson, Erving Goffman, 1975), with 10,621 citations. Next come "Active learning increases student performance in science, engineering, and mathematics" (9,713) and "Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct" (8,465).
Showing 50 of 98 papers. Every paper with more than 1,041 citations is listed.
| # | Paper | ||
|---|---|---|---|
| 1 | Frame Analysis: An Essay on the Organization of Experience. William A. Gamson, Erving Goffman · Contemporary Sociology A Journal of Reviews | Nov 1975 | 10,621 |
| 2 | Active learning increases student performance in science, engineering, and mathematics Scott Freeman, Sarah L. Eddy, Miles J. McDonough et al. · Proceedings of the National Academy of Sciences | 12 May 2014 | 9,713 |
| 3 | Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct M. Frank Pajares · Review of Educational Research | Sep 1992 | 8,465 |
| 4 | Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Justin Kruger, David Alan Dunning · Journal of Personality and Social Psychology | 1999 | 7,146 |
| 5 | Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching Paul A. Kirschner, John Sweller, Richard E. Clark · Educational Psychologist | May 2006 | 6,873 |
| 6 | Paradigmatic Controversies, Contradictions, and Emerging Confluences. Egon G. Guba, Yvonna S. Lincoln | 2005 | 6,718 |
| 7 | Problem-Based Learning: What and How Do Students Learn? Cindy E. Hmelo‐Silver · Educational Psychology Review | 7 Jul 2004 | 5,206 |
| 8 | Qualitative inquiry and research design: Choosing among five approaches, 2nd ed. John W. Creswell | 2007 | 5,018 |
| 9 | Human Problem Solving Allen Newell | Jun 1972 | 4,914 |
| 10 | Stories of Experience and Narrative Inquiry F. Michael Connelly, D. Jean Clandinin · Educational Researcher | Jun 1990 | 4,806 |
| 11 | The Four-Phase Model of Interest Development Suzanne E. Hidi, K. Ann Renninger · Educational Psychologist | May 2006 | 4,657 |
| 12 | ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* Ference Marton, Roger Säljö · British Journal of Educational Psychology | Feb 1976 | 4,647 |
| 13 | Focus on Formative Feedback Valerie J. Shute · Review of Educational Research | 25 Feb 2008 | 4,420 |
| 14 | Formative assessment and the design of instructional systems D. Royce Sadler · Instructional Science | Jun 1989 | 4,252 |
| 15 | Learning Theories: An Educational Perspective Dale H. Schunk | Feb 1991 | 3,745 |
| 16 | Scripts, plans, goals, and understanding : an inquiry into human knowledge structures. By Roger C. Schank and Robert P. Abelson. Hillsdale, NJ: Lawrence Erlbaum Associates, 1977. Pp. 248. David B. Kronenfeld · Language | Sep 1978 | 3,084 |
| 17 | Critical thinking, cognitive presence, and computer conferencing in distance education D. Randy Garrison, Terry D. Anderson, Walter Archer · American Journal of Distance Education | 2001 | 3,043 |
| 18 | The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning Barbara K. Hofer, Paul R. Pintrich · Review of Educational Research | Mar 1997 | 3,035 |
| 19 | Educational Leadership Richard B. Gunderman | 2011 | 2,903 |
| 20 | Problem Based Learning: An instructional model and its constructivist framework John Savery, Thomas M. Duffy | 1995 | 2,868 |
| 21 | Pythagorean Membership Grades in Multicriteria Decision Making Ronald R. Yager · IEEE Transactions on Fuzzy Systems | 20 Aug 2013 | 2,840 |
| 22 | Overview of Problem-based Learning: Definitions and Distinctions John Savery · Interdisciplinary Journal of Problem-based Learning | 22 May 2006 | 2,675 |
| 23 | Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) Cindy E. Hmelo‐Silver, Ravit Golan Duncan, Clark A. Chinn · Educational Psychologist | 26 Apr 2007 | 2,612 |
| 24 | Constructing 21st-Century Teacher Education Linda Darling‐Hammond · Journal of Teacher Education | May 2006 | 2,587 |
| 25 | Analogical problem solving Mary L. Gick, Keith J. Holyoak · Cognitive Psychology | Jul 1980 | 2,573 |
| 26 | The Transition Robert G. Petersdorf · Academic Medicine | 1993 | 2,512 |
| 27 | Conditions for intuitive expertise: A failure to disagree. Daniel J. Kahneman, Gary A. Klein · American Psychologist | 2009 | 2,453 |
| 28 | Education and the COVID-19 pandemic Sir John Daniel · Prospects | 20 Apr 2020 | 2,449 |
| 29 | The Psychology of Animal Learning Winfred F. Hill, Nicholas John Mackintosh · The American Journal of Psychology | Mar 1976 | 2,412 |
| 30 | Blind variation and selective retentions in creative thought as in other knowledge processes. Donald T. Campbell · Psychological Review | Nov 1960 | 2,349 |
| 31 | Establishing the norms of scientific argumentation in classrooms Rosalind Driver, Paul E. Newton, Jonathan Osborne · Science Education | May 2000 | 2,168 |
| 32 | Experiential Learning Theory: Previous Research and New Directions David Alan Kolb, Richard Eleftherios Boyatzis, Charalampos Mainemelis | 8 Apr 2014 | 2,164 |
| 33 | Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change Paul R. Pintrich, Ronald W. Marx, Robert A. Boyle · Review of Educational Research | Jun 1993 | 2,133 |
| 34 | On the Failure to Eliminate Hypotheses in a Conceptual Task Peter C. Wason · Quarterly Journal of Experimental Psychology | Jul 1960 | 2,122 |
| 35 | Effects of beliefs about the nature of knowledge on comprehension. Marlene Schommer · Journal of Educational Psychology | Sep 1990 | 2,108 |
| 36 | Toward a design theory of problem solving David H. Jonassen · Educational Technology Research and Development | Dec 2000 | 2,097 |
| 37 | Phases of inquiry-based learning: Definitions and the inquiry cycle Margus Pedaste, Mario Mäeots, Leo Aleksander Siiman et al. · Educational Research Review | Feb 2015 | 2,081 |
| 38 | The psychology of animal learning Stephen E. G. Lea · Animal Behaviour | Aug 1975 | 2,075 |
| 39 | The role of beliefs in the practice of teaching Jan. K. Nespor · Journal of Curriculum Studies | Jul 1987 | 2,067 |
| 40 | Policies That Support Professional Development in an Era of Reform Linda Darling‐Hammond, Milbrey Wallin McLaughlin · Phi Delta Kappan | Mar 2011 | 2,060 |
| 41 | Metacognition and learning: conceptual and methodological considerations Marcel V. J. Veenman, B.H.A.M. van Hout‐Wolters, Peter P. Afflerbach · Metacognition and Learning | 8 Mar 2006 | 2,008 |
| 42 | The Handbook of Research on Teaching David G. Ryans, N. L. Gage · Journal of Teacher Education | Mar 1962 | 1,968 |
| 43 | Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science Norm G. Lederman, Fouad Abd‐El‐Khalick, Randy L. Bell et al. · Journal of Research in Science Teaching | Jul 2002 | 1,908 |
| 44 | Teachers’ Beliefs and Conceptions: A Synthesis of the Research Alba Gonzalez Thompson | 16 Nov 2006 | 1,866 |
| 45 | Psychology of Learning for Instruction Marcy P. Driscoll | 3 Nov 1993 | 1,807 |
| 46 | Phenomenological Research Methods Donald E. Polkinghorne | 1989 | 1,766 |
| 47 | In search of the essence of a good teacher: towards a more holistic approach in teacher education Fred A. J. Korthagen · Teaching and Teacher Education | 2004 | 1,765 |
| 48 | Effects of problem-based learning: a meta-analysis Filip J. R. C. Dochy, Mien S. R. Segers, Piet Van den Bossche et al. · Learning and Instruction | 4 Mar 2003 | 1,708 |
| 49 | Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition John P. Smith, Andrea A. diSessa, Jeremy Roschelle · Journal of the Learning Sciences | Apr 1994 | 1,705 |
| 50 | Transformative Learning as Discourse Jack Mezirow · Journal of Transformative Education | 2003 | 1,685 |
Citations are OpenAlex's own counts, from its 2026-09-23 snapshot, so the ranking can differ from Google Scholar or Web of Science. A paper is listed for a field when OpenAlex files it under one of the field's topics; retracted papers and papers whose citation count cannot be traced to citing works are left out, and a preprint and the article it became are shown once. Release dates are OpenAlex's: where a source gave only a month or a year, that is what is shown. How the lists are chosen.