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

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Instructional Science

Instructional Science

An International Journal of the Learning Sciences

Senior Editor-in-Chief: Eleni A. Kyza

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

Journal no. 11251

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Senior Editor:

Eleni A. Kyza
Cyprus University of Technology, Lemesos, Cyprus

Past Senior Editors:

Jan Elen, KU Leuven, Belgium
Peter Goodyear, The University of Sydney, Australia

Associate Editors:

Wenli Chen, Nanyang Technology University, Singapore;
Cindy Hmelo-Silver, Indiana University, Bloomington, IN, USA;
Yael Kali, University of Haifa, Israel;
Toni Rogat, Purdue University, West Lafayette, IN, USA;
Nikol Rummel, Ruhr University Bochum, Germany;
Tina Seufert, Ulm University, Germany;
Michael Spector, University of North Texas, Denton, TX, USA

Editorial Advisory Board:

Jennifer Cromley,
University of Illinois at Urbana-Champaign, USA;
David Feldon, Utah State University, USA 
Xun Ge, University of Oklahoma, USA;
Laurent Lima, Université Grenoble Alpes, France;
Lei Liu, Educational Testing Service, New Jersey, USA;
Effie Maclellan, University of Strathclyde, Scotland;
Richar E. Mayer, University of California, USA;
Susan McKenney, University of Twente, The Netherlands;  
Ernesto Panadero, Universidad Autónoma de Madrid, Spain & Deakin University, Australia;
Paivi Perkkila,
University of Jyväskylä, Finland;
Ornit Sagy, University of Haifa, Israel;
Katharina Scheiter,
Leibniz-Institut für Wissensmedien, Tübingen, Germany;
Stephanie Siler, Carnegie Mellon University, USA;
Ornit Spektor-Levy, Bar-Ilan University, Israel;  
Kathleen Stürmer, Universität Tübingen, Germany;
Michal Tabach,
Tel Aviv University, Israel.

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For authors and editors

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    2018 Impact Factor
  • 1.576
  • Aims and Scope

    Aims and Scope


    Instructional Science, An International Journal of the Learning Sciences is an interdisciplinary refereed scholarly journal aimed at promoting 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. Papers published in recent years represent a wide variety of perspectives from the learning sciences. The journal covers learning as it occurs across the life span and curricular content areas, in technologically rich or lean environments and in both formal and informal learning contexts.

    The journal primarily publishes reports of original empirical research and provides space for full and detailed reporting of major studies. Papers published in the journal 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 range from experimental studies in laboratory settings, over qualitative studies to design-based research in ecological settings.

    The journal encourages the submission of replication studies. When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments.

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