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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead
Ton de Jong
Journal of Computer Assisted Learning (2019) Vol. 35, Iss. 2, pp. 153-167
Open Access | Times Cited: 111

Showing 1-25 of 111 citing articles:

Let's talk evidence – The case for combining inquiry-based and direct instruction
Ton de Jong, Ard W. Lazonder, Clark A. Chinn, et al.
Educational Research Review (2023) Vol. 39, pp. 100536-100536
Open Access | Times Cited: 64
Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab
Ton de Jong, Denis Gillet, María Jesús Rodríguez‐Triana, et al.
Educational Technology Research and Development (2021) Vol. 69, Iss. 2, pp. 417-444
Open Access | Times Cited: 61
The Best of Two Worlds: A Systematic Review on Combining Real and Virtual Experiments in Science Education
Salome Wörner, Jochen Kühn, Katharina Scheiter
Review of Educational Research (2022) Vol. 92, Iss. 6, pp. 911-952
Open Access | Times Cited: 57
When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education
Salome Flegr, Jochen Kühn, Katharina Scheiter
Computers & Education (2023) Vol. 197, pp. 104745-104745
Open Access | Times Cited: 24
The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education
Amber Van Hoe, Joel Wiebe, Tijs Rotsaert, et al.
International Journal of STEM Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 9
Educación STEM en y para el mundo digital
Víctor López Simó, Digna Couso, Cristina Simarro Rodríguez
Revista de Educación a Distancia (RED) (2020) Vol. 20, Iss. 62
Open Access | Times Cited: 52
Exploring Students’ Hands-On Performance, Attitudes, and Usability with Arduino Modular Boards
Sokratis Tselegkaridis, Theodosios Sapounidis
Information (2024) Vol. 15, Iss. 2, pp. 88-88
Open Access | Times Cited: 6
How do different laboratory environments influence students’ attitudes toward science courses and laboratories?
Hasan Özgür Kapıcı, Hakan Akçay, Ton de Jong
Journal of Research on Technology in Education (2020) Vol. 52, Iss. 4, pp. 534-549
Closed Access | Times Cited: 35
Teaching Chemistry with Arduino Experiments in a Mixed Virtual-Physical Learning Environment
Nikolaos Papadimitropoulos, Konstadina Dalacosta, Evangelia A. Pavlatou
Journal of Science Education and Technology (2021) Vol. 30, Iss. 4, pp. 550-566
Open Access | Times Cited: 31
Self-directed Science Learning During COVID-19 and Beyond
Libby Gerard, Korah Wiley, Angela Haydel DeBarger, et al.
Journal of Science Education and Technology (2021) Vol. 31, Iss. 2, pp. 258-271
Open Access | Times Cited: 30
Augmented Reality for Presenting Real-Time Data During Students’ Laboratory Work: Comparing a Head-Mounted Display With a Separate Display
Michael Thees, Kristin Altmeyer, Sebastian Kapp, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 21
A learning analytics‐based collaborative conversational agent to foster productive dialogue in inquiry learning
Adelson de Araujo, Pantelis M. Papadopoulos, Susan McKenney, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 6, pp. 2700-2714
Open Access | Times Cited: 4
From theory to action
Korah Wiley, Yannis Dimitriadis, Allison Bradford, et al.
(2020), pp. 569-578
Open Access | Times Cited: 30
Fostering integration of informational texts and virtual labs during inquiry-based learning
Joep van der Graaf, Eliane Segers, Ton de Jong
Contemporary Educational Psychology (2020) Vol. 62, pp. 101890-101890
Open Access | Times Cited: 30
Criteria for Evaluating Digital Technology Used to Support Computational Thinking via Inquiry Learning—The Case of Two Educational Software Applications for Mathematics and Physics
Aikaterini Bounou, Νικόλαος Τσέλιος, George Κaliampos, et al.
Computers (2025) Vol. 14, Iss. 3, pp. 90-90
Open Access
Does inquiry-based learning work better in regular classrooms or computer-based settings?
Hasan Özgür Kapıcı
Instructional Science (2025)
Open Access
Learning electric circuit principles in a simulation environment with a single representation versus “concreteness fading” through multiple representations
Tomi Jaakkola, Koen Veermans
Computers & Education (2020) Vol. 148, pp. 103811-103811
Closed Access | Times Cited: 27
Assessment of mobile phone applications feasibility on plant recognition: comparison with Google Lens AR-app
Zhanna Bilyk, Yevhenii Shapovalov, Віктор Шаповалов, et al.
(2020)
Open Access | Times Cited: 25
It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality
Yoana Omarchevska, Andreas Lachner, Juliane Richter, et al.
Journal of the Learning Sciences (2021) Vol. 31, Iss. 2, pp. 237-277
Open Access | Times Cited: 22
Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes
Ting-ling Lai, You-Sheng Lin, Chi-Yin Chou, et al.
Journal of Educational Computing Research (2021) Vol. 59, Iss. 8, pp. 1579-1600
Closed Access | Times Cited: 21
Comparing Two Subjective Rating Scales Assessing Cognitive Load During Technology-Enhanced STEM Laboratory Courses
Michael Thees, Sebastian Kapp, Kristin Altmeyer, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 21
Designing inquiry-based learning environments for quantum physics education in secondary schools
Luiza Vilarta Rodriguez, Jan van der Veen, Anjo Anjewierden, et al.
Physics Education (2020) Vol. 55, Iss. 6, pp. 065026-065026
Open Access | Times Cited: 22
The impact of an online inquiry-based learning environment addressing misconceptions on students' performance
Jackson Siantuba, Leonard Nkhata, Ton de Jong
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 8
Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning
Juliane Richter, Andreas Lachner, Leonie Jacob, et al.
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 4, pp. 1141-1159
Open Access | Times Cited: 12
Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria
Natasha Dmoshinskaia, Hannie Gijlers, Ton de Jong
Journal of Science Education and Technology (2020) Vol. 30, Iss. 3, pp. 420-430
Open Access | Times Cited: 18
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