Topic · Science Education and Pedagogy
Most cited papers in Science Education and Pedagogy
What are the most cited papers in Science Education and Pedagogy?
The most cited paper in Science Education and Pedagogy is "Situated Cognition and the Culture of Learning" (John Seely Brown, Allan Collins, Paul Duguid, 1989), with 13,078 citations. Next come "The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education" (10,668) and "Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses" (6,063).
Showing 50 of 100 papers. Every paper with more than 821 citations is listed.
| # | Paper | ||
|---|---|---|---|
| 1 | Situated Cognition and the Culture of Learning John Seely Brown, Allan Collins, Paul Duguid · Educational Researcher | 1989 | 13,078 |
| 2 | The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education Keith S. Taber · Research in Science Education | 7 Jun 2017 | 10,668 |
| 3 | Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses Richard R. Hake · American Journal of Physics | 1998 | 6,063 |
| 4 | Categorization and Representation of Physics Problems by Experts and Novices* T. H. Michelene, Paul J. Feltovich, Robert A. Glaser · Cognitive Science | Apr 1981 | 5,269 |
| 5 | 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 |
| 6 | The Process of Education Jerome S. Bruner, Robert A. Lufburrow · American Journal of Physics | 31 Dec 1960 | 4,468 |
| 7 | Force concept inventory David Hestenes, Malcolm Wells, Gregg Swackhamer · The Physics Teacher | Mar 1992 | 3,233 |
| 8 | Attitudes towards science: A review of the literature and its implications Jonathan Osborne, Shirley Simon, Sue Collins · International Journal of Science Education | Sep 2003 | 3,152 |
| 9 | The National Science Education Standards William F. McComas · SensePublishers eBooks | 30 Dec 2013 | 2,886 |
| 10 | Cognitive Load Theory and the Format of Instruction PAUL A. CHANDLER, John Sweller · Cognition and Instruction | Dec 1991 | 2,885 |
| 11 | Peer Instruction: Ten years of experience and results Catherine H. Crouch, Eric Mazur · American Journal of Physics | Sep 2001 | 2,682 |
| 12 | The Systematic Design of Instruction Shujen Lee Chang · Educational Technology Research and Development | 12 Jul 2006 | 2,601 |
| 13 | The laboratory in science education: Foundations for the twenty‐first century Avi Hofstein, Vincent N. Lunetta · Science Education | 3 Dec 2003 | 2,563 |
| 14 | Should There Be a Three-Strikes Rule Against Pure Discovery Learning? Richard E. Mayer · American Psychologist | 2004 | 2,529 |
| 15 | Establishing the norms of scientific argumentation in classrooms Rosalind Driver, Paul E. Newton, Jonathan Osborne · Science Education | May 2000 | 2,168 |
| 16 | Students' and teachers' conceptions of the nature of science: A review of the research Norman G. Lederman · Journal of Research in Science Teaching | Apr 1992 | 2,165 |
| 17 | On the Failure to Eliminate Hypotheses in a Conceptual Task Peter C. Wason · Quarterly Journal of Experimental Psychology | Jul 1960 | 2,122 |
| 18 | Effects of beliefs about the nature of knowledge on comprehension. Marlene Schommer · Journal of Educational Psychology | Sep 1990 | 2,108 |
| 19 | 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 |
| 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 | Technological Pedagogical Content Knowledge (TPACK) Denise Ann Schmidt, Evrim Baran, Ann D. Thompson et al. · Journal of Research on Technology in Education | Dec 2009 | 1,846 |
| 22 | A conceptual framework for integrated STEM education Todd R. Kelley, J. Geoff Knowles · International Journal of STEM Education | 18 Jul 2016 | 1,798 |
| 23 | 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 |
| 24 | Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems Michelene T.H., Miriam Bassok, Matthew W. Lewis et al. · Cognitive Science | Apr 1989 | 1,703 |
| 25 | Constructing Scientific Knowledge in the Classroom Rosalind Driver, Hilary Asoko, John Leach et al. · Educational Researcher | Oct 1994 | 1,702 |
| 26 | Mental models of the earth: A study of conceptual change in childhood Stella Vosniadou, William F. Brewer · Cognitive Psychology | Oct 1992 | 1,675 |
| 27 | Sociomathematical Norms, Argumentation, and Autonomy in Mathematics Erna Yackel, Paul Cobb · Journal for Research in Mathematics Education | Jul 1996 | 1,663 |
| 28 | DeFT: A conceptual framework for considering learning with multiple representations Shaaron Elizabeth Ainsworth · Learning and Instruction | 12 May 2006 | 1,658 |
| 29 | Where's the evidence that active learning works? JOEL A. MICHAEL · AJP Advances in Physiology Education | 15 Nov 2006 | 1,655 |
| 30 | Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 Daphne Minner, Abigail Jurist Levy, Jeanne Century · Journal of Research in Science Teaching | 4 Dec 2009 | 1,533 |
| 31 | Cognitive principles of multimedia learning: The role of modality and contiguity. Roxana Moreno, Richard E. Mayer · Journal of Educational Psychology | Jun 1999 | 1,468 |
| 32 | Informal reasoning regarding socioscientific issues: A critical review of research Troy D. Sadler · Journal of Research in Science Teaching | 16 Apr 2004 | 1,428 |
| 33 | Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge Margaret L. Niess · Teaching and Teacher Education | 30 Apr 2005 | 1,426 |
| 34 | Capturing and modeling the process of conceptual change Stella Vosniadou · Learning and Instruction | 1994 | 1,422 |
| 35 | How literacy in its fundamental sense is central to scientific literacy Stephen P. Norris, Linda M. Phillips · Science Education | 24 Jan 2003 | 1,397 |
| 36 | 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 |
| 37 | Gender differences in scholastic achievement: A meta-analysis. Daniel Voyer, Susan D. Voyer · Psychological Bulletin | 2014 | 1,351 |
| 38 | Reconstructing Mathematics Pedagogy from a Constructivist Perspective Martin A. Simon · Journal for Research in Mathematics Education | Mar 1995 | 1,331 |
| 39 | Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) Charoula Angeli, Nicos Valanides · Computers & Education | 10 Sep 2008 | 1,321 |
| 40 | Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks Clark A. Chinn, Betina A. Malhotra · Science Education | 19 Feb 2002 | 1,305 |
| 41 | Why is science difficult to learn? Things are seldom what they seem A. H. Johnstone · Journal of Computer Assisted Learning | Jun 1991 | 1,302 |
| 42 | Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform George E. DeBoer · Journal of Research in Science Teaching | 2000 | 1,290 |
| 43 | Improved Learning in a Large-Enrollment Physics Class Louis Deslauriers, Ellen Schelew, Carl Wieman · Science | 12 May 2011 | 1,274 |
| 44 | Toward an epistemology of physics Andrea A. diSessa | 1993 | 1,268 |
| 45 | Improving science teachers' conceptions of nature of science: a critical review of the literature Fouad Abd‐El‐Khalick, Norman G. Lederman · International Journal of Science Education | Jul 2000 | 1,253 |
| 46 | Students’ preconceptions in introductory mechanics John Gerald Clement · American Journal of Physics | 1982 | 1,242 |
| 47 | Conceptual change: A powerful framework for improving science teaching and learning Reinders Duit, David Franklin Treagust · International Journal of Science Education | Jun 2003 | 1,242 |
| 48 | Beyond STS: A research-based framework for socioscientific issues education Dana Lewis Zeidler, Troy D. Sadler, Michael L. Simmons et al. · Science Education | 2005 | 1,196 |
| 49 | What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community Jonathan Osborne, Sue Collins, Mary Ratcliffe et al. · Journal of Research in Science Teaching | 25 Aug 2003 | 1,192 |
| 50 | Sources of science self-efficacy beliefs of middle school students Shari L. Britner, Frank Pajares · Journal of Research in Science Teaching | 2006 | 1,160 |
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.