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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:

Designing for deeper learning in a blended computer science course for middle school students
Shuchi Grover, Roy Pea, Stephen Cooper
Computer Science Education (2015) Vol. 25, Iss. 2, pp. 199-237
Closed Access | Times Cited: 352

Showing 1-25 of 352 citing articles:

Demystifying computational thinking
Valerie J. Shute, Chen Sun, Jodi Asbell‐Clarke
Educational Research Review (2017) Vol. 22, pp. 142-158
Open Access | Times Cited: 1059
How to learn and how to teach computational thinking: Suggestions based on a review of the literature
Ting‐Chia Hsu, Shao-Chen Chang, Yu-Ting Hung
Computers & Education (2018) Vol. 126, pp. 296-310
Closed Access | Times Cited: 626
Assessing computational thinking: A systematic review of empirical studies
Xiaodan Tang, Yue Yin, Qiao Lin, et al.
Computers & Education (2020) Vol. 148, pp. 103798-103798
Open Access | Times Cited: 480
A systematic review of learning computational thinking through Scratch in K-9
Lechen Zhang, Jalal Nouri
Computers & Education (2019) Vol. 141, pp. 103607-103607
Closed Access | Times Cited: 363
IEA International Computer and Information Literacy Study 2018 Assessment Framework
Julian Fraillon, John Ainley, Wolfram Schulz, et al.
Springer eBooks (2019)
Closed Access | Times Cited: 291
Comparing Block-Based and Text-Based Programming in High School Computer Science Classrooms
David Weintrop, Uri Wilensky
ACM Transactions on Computing Education (2017) Vol. 18, Iss. 1, pp. 1-25
Closed Access | Times Cited: 280
Measuring Student Learning in Introductory Block-Based Programming
Shuchi Grover, Satabdi Basu
(2017)
Closed Access | Times Cited: 224
Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review
Christina Tikva, Efthimios Tambouris
Computers & Education (2020) Vol. 162, pp. 104083-104083
Closed Access | Times Cited: 190
Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education
Irene Lee, Shuchi Grover, Fred Martin, et al.
Journal of Science Education and Technology (2019) Vol. 29, Iss. 1, pp. 1-8
Closed Access | Times Cited: 154
Learning to code and the acquisition of computational thinking by young children
Emily Relkin, Laura de Ruiter, Marina Umaschi Bers
Computers & Education (2021) Vol. 169, pp. 104222-104222
Closed Access | Times Cited: 138
Integrating Computational Thinking in STEM Education: A Literature Review
Changzhao Wang, Ji Shen, Jie Chao
International Journal of Science and Mathematics Education (2021) Vol. 20, Iss. 8, pp. 1949-1972
Closed Access | Times Cited: 121
Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis
Peng Chen, Dong Yang, Ahmed Hosny Saleh Metwally, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 43
Novice Programmers and Introductory Programming
Anthony Robins
Cambridge University Press eBooks (2019), pp. 327-376
Closed Access | Times Cited: 136
Exploring children's learning experience in constructionism-based coding activities through design-based research
Sofia Papavlasopoulou, Michail N. Giannakos, Letizia Jaccheri
Computers in Human Behavior (2019) Vol. 99, pp. 415-427
Open Access | Times Cited: 135
Factors Influencing Computer Science Learning in Middle School
Shuchi Grover, Roy Pea, Stephen Cooper
(2016)
Closed Access | Times Cited: 122
A Scoping Review of Empirical Research on Recent Computational Thinking Assessments
Maria Cutumisu, Cathy Adams, Chang Lu
Journal of Science Education and Technology (2019) Vol. 28, Iss. 6, pp. 651-676
Closed Access | Times Cited: 109
A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions
Ronny Scherer, Fazilat Siddiq, Bárbara Sánchez Viveros
Computers in Human Behavior (2020) Vol. 109, pp. 106349-106349
Open Access | Times Cited: 109
Comparing loops misconceptions in block-based and text-based programming languages at the K-12 level
Monika Mladenović, Ivica Boljat, Žana Žanko
Education and Information Technologies (2017) Vol. 23, Iss. 4, pp. 1483-1500
Closed Access | Times Cited: 108
The Cambridge Handbook of Computing Education Research
Sally Fincher, Sally Fincher, Sally Fincher, et al.
Cambridge University Press eBooks (2019)
Closed Access | Times Cited: 100
Computational thinking in higher education: A review of the literature
Joseph A. Lyon, Alejandra J. Magana
Computer Applications in Engineering Education (2020) Vol. 28, Iss. 5, pp. 1174-1189
Closed Access | Times Cited: 95
Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms
David Weintrop, Uri Wilensky
Computers & Education (2019) Vol. 142, pp. 103646-103646
Closed Access | Times Cited: 90
Computational Thinking in Secondary Education: Where does it fit? A systematic literary review
James Lockwood, Aidan Mooney
International Journal of Computer Science Education in Schools (2018) Vol. 2, Iss. 1, pp. 41-60
Open Access | Times Cited: 89
CodeMaster - Automatic Assessment and Grading of App Inventor and Snap! Programs
Christiane Gresse von Wangenheim, Jean Carlo Rossa Hauck, Matheus Faustino DEMETRIO, et al.
Informatics in Education (2018) Vol. 17, Iss. 1, pp. 117-150
Open Access | Times Cited: 83
An Overview of Computational Thinking
Fatih Kursat Cansu, Sibel Cansu
International Journal of Computer Science Education in Schools (2019) Vol. 3, Iss. 1, pp. 17-30
Open Access | Times Cited: 80
Which way of design programming activities is more effective to promote K‐12 students' computational thinking skills? A meta‐analysis
Lihui Sun, Linlin Hu, Danhua Zhou
Journal of Computer Assisted Learning (2021) Vol. 37, Iss. 4, pp. 1048-1062
Closed Access | Times Cited: 57
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