Instructional Science

雜志介紹

Instructional Science雜志介紹

《Instructional Science》是一本以English為主的未開放獲取國(guó)際優(yōu)秀期刊，中文名稱教學(xué)科學(xué)，本刊主要出版、報(bào)道教育學(xué)-EDUCATION & EDUCATIONAL RESEARCH領(lǐng)域的研究動(dòng)態(tài)以及在該領(lǐng)域取得的各方面的經(jīng)驗(yàn)和科研成果，介紹該領(lǐng)域有關(guān)本專業(yè)的最新進(jìn)展，探討行業(yè)發(fā)展的思路和方法，以促進(jìn)學(xué)術(shù)信息交流，提高行業(yè)發(fā)展。該刊已被國(guó)際權(quán)威數(shù)據(jù)庫(kù)SCIE、SSCI收錄，為該領(lǐng)域相關(guān)學(xué)科的發(fā)展起到了良好的推動(dòng)作用，也得到了本專業(yè)人員的廣泛認(rèn)可。該刊最新影響因子為2.6，最新CiteScore 指數(shù)為4.8。

本刊近期中國(guó)學(xué)者發(fā)表的論文主要有：

• 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

英文介紹

Instructional Science雜志英文介紹

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.