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Education & Language - Learning & Instruction | Instructional Science – incl. option to publish open access

Instructional Science

Instructional Science

An International Journal of the Learning Sciences

Senior Editor-in-Chief: Jan Elen

ISSN: 0020-4277 (print version)
ISSN: 1573-1952 (electronic version)

Journal no. 11251

Springer Open Access
  • Promotes a deep understanding of the nature, theory, and practice of the instructional process and resultant learning
  • Stands out by providing space for full and detailed reporting of major studies
  • Addresses such topics as learning processes, learning technology, learner characteristics, and learning outcomes
  • Covers learning by people of all ages, in all areas of the curriculum, and in informal and formal learning contexts
  • 92% of authors who answered a survey reported that they would definitely publish or probably publish in the journal again

Instructional Science promotes a deeper understanding of the nature, theory, and practice of the instructional process and resultant learning. Published papers represent a variety of perspectives from the learning sciences and cover learning by people of all ages, in all areas of the curriculum, and in informal and formal learning contexts.

Emphasizing reports of original empirical research, the journal stands out by providing space for full and detailed reporting of major studies. These include studies addressing learning processes, learning technology, learner characteristics, and learning outcomes. Regardless of the topic, all papers published in the journal make a contribution to the science of instruction by drawing out the instructional implications of new research on learning.

Most years, Instructional Science publishes a guest-edited thematic special issue. Recent issues have explored cognitive load theory, networked learning, and web-based instruction.

Related subjects » Learning & Instruction - Psychology

Impact Factor: 1.13 (2013) * 

Journal Citation Reports®, Thomson Reuters

Abstracted/Indexed in 

Social Science Citation Index, Journal Citation Reports/Social Sciences Edition, SCOPUS, PsycINFO, Google Scholar, EBSCO, Academic OneFile, Bibliography of Linguistic Literature, CSA Environmental Sciences, Current Contents / Social & Behavioral Sciences, Educational Research Abstracts Online (ERA), Educational Technology Abstracts, ERIC System Database, ERIH, Gale, Higher Education Abstracts, International Bibliography of Book Reviews (IBR), International Bibliography of Periodical Literature (IBZ), JSTOR, MathEDUC, OCLC, OmniFile, PSYCLINE, SCImago, Sociology of Education Abstracts, Studies on Women & Gender Abstracts, Summon by ProQuest, Vocational Education and Training Abstracts

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For authors and editors


  • Journal Citation Reports®, Thomson Reuters
    2013 Impact Factor
  • 1.130
  • Aims and Scope

    Aims and Scope

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    Instructional Science is an interdisciplinary refereed scholarly journal aimed at promoting a deeper understanding of the nature, theory and practice of the instructional process and of the learning to which it gives rise. The journal’s conception of ‘instruction’ is broad-based, recognising that there are many ways to stimulate and support learning. Papers published in recent years represent a wide variety of perspectives from the learning sciences. The journal covers learning by people of all ages, in all areas of the curriculum, and in informal as well as formal learning contexts.

    Although the journal occasionally publishes review articles, strong preference is given to reports of original empirical research and the journal is unusual in giving space for full and detailed reporting of major studies. While studies focussing on learning processes, learning technology, learner characteristics and learning outcomes are welcome, papers published in the journal all make an explicit contribution to the science of instruction by drawing out the instructional implications of new research on learning.

    Instructional Science publishes a guest-edited thematic special issue in most years. Recent issues have been on cognitive load theory, networked learning, web-based instruction, teachers’ thinking in higher education, epistemology and instructional design and the francophone tradition of didactique. Contact one of the Editors if you have a suggestion for a special issue.

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