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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:

Computational thinking in K-12 education. An insight through meta-analysis
José Miguel Merino-Armero, José Antonio González‐Calero, Ramón Cózar Gutiérrez
Journal of Research on Technology in Education (2021) Vol. 54, Iss. 3, pp. 410-437
Closed Access | Times Cited: 41

Showing 26-50 of 41 citing articles:

Fostering Computational Thinking and Social-emotional Skills in Children with ADHD and/or ASD: a Scoping Review
Christina Oswald, Lisa Paleczek, Katharina Maitz, et al.
Review Journal of Autism and Developmental Disorders (2023)
Open Access | Times Cited: 2
Making the Transition to Text-Based Programming: The Pilot Evaluation of a Computational Thinking Intervention for Primary School Students
Katrin Künz, Korbinian Moeller, Manuel Ninaus, et al.
(2023), pp. 1-6
Closed Access | Times Cited: 2
Percepciones del profesorado en formación sobre el desarrollo del pensamiento computacional desde el Modelo 5PC
José Luis Serrano Sánchez, G Ortuño
Edutec Revista Electrónica de Tecnología Educativa (2021), Iss. 78, pp. 212-230
Open Access | Times Cited: 5
Augmented Reality and Coding in Education: A Food Pyramid Media to Foster Self-Directed Learning and Computational Thinking
Ni Putu Mita Ardiyanti, I Nyoman Laba Jayanta
Mimbar Ilmu (2024) Vol. 29, Iss. 3, pp. 549-558
Open Access
Unplugged Activities in the Elementary School Mathematics Classroom: The Effects on Students’ Computational Thinking and Mathematical Creativity
Linlin Hu, Hao Wang
Thinking Skills and Creativity (2024), pp. 101653-101653
Closed Access
Effect of Mind Mapping-Based Scaffolding on Elementary Students’ Computational Thinking in Block-Based Programming
Xuemin Gao, Yuqin Yang, Yuxia Du, et al.
Journal of Educational Computing Research (2024)
Closed Access
RBL-STEM learning activity framework: Improving students’ computational thinking skills for solving strong rainbow antimagic coloring and its application scheme to analyzing river erosion using STGNN
Wahyu Lestari, Dafik Dafik, Susanto Susanto, et al.
AIP conference proceedings (2024) Vol. 3148, pp. 040025-040025
Closed Access
A Critical Review of Primary School Students’ Difficulties in Learning Programming Through Educational Games
Andreas Giannakoulas, Stelios Xinogalos
Journal of Educational Computing Research (2024)
Closed Access
Análisis de la estructura factorial del desafío bebras 2021 en Uruguay y resultados preliminares
Alar Urruticoechea, Andrés Oliveri, Víctor Koleszar
International Journal of Developmental and Educational Psychology Revista INFAD de psicología (2023) Vol. 1, Iss. 1, pp. 89-98
Open Access | Times Cited: 1
Is gamification always productive? A study of the effectiveness of Bebras cards in promoting primary students’ computational thinking skills
Belén Ramírez de Arellano Falcón, Javier del Olmo‐Muñoz, Ramón Cózar Gutiérrez, et al.
Asia Pacific Education Review (2023) Vol. 26, Iss. 1, pp. 117-131
Closed Access | Times Cited: 1
Inequalities in Computational Thinking Among Incoming Students in an STEM Chilean University
Felipe González-Pizarro, Claudia López, Andrea Vásquez, et al.
IEEE Transactions on Education (2023) Vol. 67, Iss. 2, pp. 180-189
Open Access | Times Cited: 1
Representations of Computational Thinking in Policy Documents in an Educational Context: The Cases of Denmark, Finland, and Norway
Renate Andersen, Thomas Frågåt, Yurdagül Boğar, et al.
Proceedings. (2023), pp. 35-42
Open Access | Times Cited: 1
Meta-analysis The Effect of the Technological Pedagogical Content Knowledge (TPACK) Model Through Online Learning on Biology Learning Outcomes, Learning Effectiveness, and 21st Century Competencies of Post-Covid-19 Students and Teachers
Zulyusri Zulyusri, Desy Desy, Tomi Apra Santosa, et al.
International Journal of Progressive Sciences and Technologies (2022) Vol. 34, Iss. 2, pp. 285-285
Open Access | Times Cited: 1
Análisis preliminares de los resultados del desafío BEBRAS 2020 en Uruguay
Víctor Koleszar, Daiana Clavijo, Emiliano Pereiro, et al.
International Journal of Developmental and Educational Psychology Revista INFAD de psicología (2021) Vol. 1, Iss. 2, pp. 17-24
Open Access | Times Cited: 1
The Problem with Programming: An Overview
Christina Chalmers
Springer eBooks (2023), pp. 191-205
Closed Access
The effects of a progressive scaffolding approach on middle school students'computational thinking skills and self-efficacy
Feifei Xi, Tianyu Xiao, Xiaofei Li, et al.
(2023) Vol. 4, pp. 107-112
Closed Access
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