Most cited papers in Educational Strategies and Epistemologies
What are the most cited papers in Educational Strategies and Epistemologies?
The most cited paper in Educational Strategies and Epistemologies is "Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct" (M. Frank Pajares, 1992), with 8,465 citations. Next come "Accommodation of a scientific conception: Toward a theory of conceptual change" (5,128) and "Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects" (3,727).
Showing 50 of 99 papers. Every paper with more than 954 citations is listed.
| # | Paper | ||
|---|---|---|---|
| 1 | Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct M. Frank Pajares · Review of Educational Research | Sep 1992 | 8,465 |
| 2 | Accommodation of a scientific conception: Toward a theory of conceptual change George J. Posner, Kenneth A. Strike, Peter W. Hewson et al. · Science Education | Apr 1982 | 5,128 |
| 3 | Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects Barry J. Zimmerman · American Educational Research Journal | Mar 2008 | 3,727 |
| 4 | The Psychological Foundations of Culture John Tooby, Leda Cosmides | 6 Aug 1992 | 3,509 |
| 5 | Feedback and Self-Regulated Learning: A Theoretical Synthesis Deborah L. Butler, Philip H. Winne · Review of Educational Research | Sep 1995 | 3,151 |
| 6 | Assessing Metacognitive Awareness Gregory Schraw, Rayne Sperling Dennison · Contemporary Educational Psychology | Oct 1994 | 3,130 |
| 7 | 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 |
| 8 | Test-Enhanced Learning Henry L. Roediger, Jeffrey D. Karpicke · Psychological Science | 23 Feb 2006 | 2,853 |
| 9 | Analogical problem solving Mary L. Gick, Keith J. Holyoak · Cognitive Psychology | Jul 1980 | 2,573 |
| 10 | Constructing inferences during narrative text comprehension. Arthur C. Graesser, Murray Singer, Tom Trabasso · Psychological Review | 1994 | 2,486 |
| 11 | Self-explanations: How students study and use examples in learning to solve problems M Chi · Cognitive Science | Jun 1989 | 2,297 |
| 12 | Contextual prerequisites for understanding: Some investigations of comprehension and recall John D. Bransford, Marcia K. Johnson · Journal of Verbal Learning and Verbal Behavior | Dec 1972 | 2,173 |
| 13 | Establishing the norms of scientific argumentation in classrooms Rosalind Driver, Paul E. Newton, Jonathan Osborne · Science Education | May 2000 | 2,168 |
| 14 | 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 |
| 15 | On the Failure to Eliminate Hypotheses in a Conceptual Task Peter C. Wason · Quarterly Journal of Experimental Psychology | Jul 1960 | 2,122 |
| 16 | Effects of beliefs about the nature of knowledge on comprehension. Marlene Schommer · Journal of Educational Psychology | Sep 1990 | 2,108 |
| 17 | Toward a design theory of problem solving David H. Jonassen · Educational Technology Research and Development | Dec 2000 | 2,097 |
| 18 | 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 |
| 19 | Cognitive Theory of Multimedia Learning Richard E. Mayer · Cambridge University Press eBooks | 28 Jul 2014 | 1,973 |
| 20 | 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 |
| 21 | Media will never influence learning Richard E. Clark · Educational Technology Research and Development | Jun 1994 | 1,887 |
| 22 | The critical role of retrieval practice in long-term retention Henry L. Roediger, Andrew C. Butler · Trends in Cognitive Sciences | 18 Oct 2010 | 1,824 |
| 23 | 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 | 1,731 |
| 24 | Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips Betsy Sparrow, Jenny Liu, Daniel M. Wegner · Science | 14 Jul 2011 | 1,706 |
| 25 | 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 |
| 26 | Personal epistemology the psychology of beliefs about knowledge and knowing Barbara K. Hofer | 2009 | 1,654 |
| 27 | Three‐year‐olds' difficulty with false belief: The case for a conceptual deficit Josef Perner, Susan Leekam, Heinz Wimmer · British Journal of Developmental Psychology | Jun 1987 | 1,569 |
| 28 | Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy Timothy Shanahan, Cynthia R. Shanahan · Harvard Educational Review | Apr 2008 | 1,564 |
| 29 | Enhancing the quality of argumentation in school science Jonathan Osborne, Sibel Erduran, Shirley Simon · Journal of Research in Science Teaching | 2 Nov 2004 | 1,554 |
| 30 | Availability versus accessibility of information in memory for words Endel Tulving, Zena Pearlstone · Journal of Verbal Learning and Verbal Behavior | Aug 1966 | 1,543 |
| 31 | Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning Jan H. F. Meyer, Ray Land · Higher Education | Apr 2005 | 1,542 |
| 32 | Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning Gregory Schraw, Kent J. Crippen, Kendall Hartley · Research in Science Education | Mar 2006 | 1,522 |
| 33 | Self-Regulated Learning: Beliefs, Techniques, and Illusions Robert A. Bjork, John T. Dunlosky, Nate Kornell · Annual Review of Psychology | 30 Sep 2012 | 1,458 |
| 34 | Informal reasoning regarding socioscientific issues: A critical review of research Troy D. Sadler · Journal of Research in Science Teaching | 16 Apr 2004 | 1,428 |
| 35 | Metacognitive theories Gregory Schraw, David Moshman · Educational Psychology Review | Dec 1995 | 1,416 |
| 36 | Teaching and Researching Motivation Vera Busse · System | 9 May 2011 | 1,415 |
| 37 | TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse Sibel Erduran, Shirley Simon, Jonathan Osborne · Science Education | 4 Oct 2004 | 1,404 |
| 38 | How literacy in its fundamental sense is central to scientific literacy Stephen P. Norris, Linda M. Phillips · Science Education | 24 Jan 2003 | 1,397 |
| 39 | “John thinks that Mary thinks that…” attribution of second-order beliefs by 5- to 10-year-old children Josef Perner, Heinz Wimmer · Journal of Experimental Child Psychology | Jun 1985 | 1,382 |
| 40 | ON QUALITATIVE DIFFERENCES IN LEARNING—II OUTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK Ference Marton, R. SÄALJÖ · British Journal of Educational Psychology | Jun 1976 | 1,376 |
| 41 | Becoming a strategic reader Scott G. Paris, Marjorie Youmans Lipson, Karen K. Wixson · Contemporary Educational Psychology | Jul 1983 | 1,362 |
| 42 | Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text Danielle S. McNamara, Eileen Kintsch, Nancy Butler Songer et al. · Cognition and Instruction | Mar 1996 | 1,354 |
| 43 | The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction Clark A. Chinn, William F. Brewer · Review of Educational Research | Mar 1993 | 1,353 |
| 44 | Self-regulated learning: where we are today Monique Boekaerts · International Journal of Educational Research | 1999 | 1,352 |
| 45 | Fostering students' knowledge and argumentation skills through dilemmas in human genetics Anat Ekka Zohar, Flora Nemet · Journal of Research in Science Teaching | 19 Dec 2001 | 1,347 |
| 46 | Does discovery-based instruction enhance learning? Louis Alfieri, Patricia Joyce Brooks, Naomi J. Aldrich et al. · Journal of Educational Psychology | 15 Nov 2010 | 1,345 |
| 47 | Classroom Applications of Research on Self-Regulated Learning Scott G. Paris, Alison H. Paris · Educational Psychologist | Jun 2001 | 1,345 |
| 48 | Measuring Self-Regulated Learning Philip H. Winne, Nancy E. Perry · Elsevier eBooks | 2000 | 1,333 |
| 49 | The self-reference effect in memory: A meta-analysis. Cynthia S. Symons, Blair T. Johnson · Psychological Bulletin | 1997 | 1,326 |
| 50 | Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning. Asher Koriat · Journal of Experimental Psychology General | Dec 1997 | 1,318 |
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.