Instructional Science

杂志介绍

Instructional Science杂志介绍

《Instructional Science》是一本以English为主的未开放获取国际优秀期刊，中文名称教学科学，本刊主要出版、报道教育学-EDUCATION & EDUCATIONAL RESEARCH领域的研究动态以及在该领域取得的各方面的经验和科研成果，介绍该领域有关本专业的最新进展，探讨行业发展的思路和方法，以促进学术信息交流，提高行业发展。该刊已被国际权威数据库SCIE、SSCI收录，为该领域相关学科的发展起到了良好的推动作用，也得到了本专业人员的广泛认可。该刊最新影响因子为2.6，最新CiteScore 指数为4.8。

本刊近期中国学者发表的论文主要有：

• Generative learning supports learning from video lectures: evidence from an EEG study

  Author: Pi, Zhongling; Zhang, Yi; Liu, Caixia; Zhou, Weichen; Yang, Jiumin

• Examining relations between math anxiety, prior knowledge, hint usage, and performance of math equivalence in two different online learning contexts

  Author: Iannacchione, Alisionna; Ottmar, Erin; Ngo, Vy; Mason, Craig A.; Chan, Jenny Yun-Chen; Smith, Hannah; Drzewiecki, Kathryn C.; Shaw, Stacy T.

• Learning progression-based design: advancing the synergetic development of energy understanding and scientific explanation

  Author: Yao, Jian-Xin; Liu, Yi-Xuan; Guo, Yu-Ying

英文介绍

Instructional Science杂志英文介绍

Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings.  The Editors will occasionally invite experts to write a review article on an important topic in the field.  When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal's scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards.  To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively.  Please note that articles that are submitted for a special issue will follow the same review process as regular articles.