Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts.
学习科学杂志(Journal Of The Learning Sciences)是一本由Taylor & Francis出版的一本Multiple学术刊物,主要报道Multiple相关领域研究成果与实践。本刊已入选、社会科学引文索引(SCIE)来源期刊,该刊创刊于1992年,出版周期4 issues/year。2021-2022年最新版WOS分区等级:Q1,2023年发布的影响因子为3,CiteScore指数10.7,SJR指数2.105。本刊非开放获取期刊。学习科学杂志(JLS)是国际学习科学学会的两份官方期刊之一。JLS为教育和学习的研究提供了一个多学科的论坛,为人们如何学习和学习环境的设计的理论提供信息。它发表了阐明学习过程的研究,以及技术、教学实践和学习环境如何被设计来支持不同环境下的学习。
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2019.1573730
Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2018.1510404
Designing Educational Video Games to Be Objects-to-Think-With
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2018.1487302
Designing for Rightful Presence in STEM: The Role of Making Present Practices
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2019.1591411
Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2018.1552151
Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2018.1522258
Invented Science: A Framework for Discussing a Persistent Problem of Practice
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2018.1517354
Educating and Measuring Choice: A Test of the Transfer of Design Thinking in Problem Solving and Learning
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2019.1570933
Using Everyday Language to Support Students in Constructing Thematic Interpretations
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2018.1485023
Learning Science Concepts by Teaching Peers in a Cooperative Environment: A Longitudinal Study of Preservice Teachers
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2018.1506988
Inquiry as a Members’ Phenomenon: Young Children as Competent Inquirers
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2018.1528448
Roles, Rules, and Keys: How Different Play Configurations Shape Collaborative Science Inquiry
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2019.1675071
Finding the Best Types of Guidance for Constructing Self-Explanations of Subgoals in Programming
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2018.1491852
Building on Each Other’s Ideas: A Social Mechanism of Progressiveness in Whole-Class Collective Inquiry
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2018.1555756
Primary Grade Children’s Capacity to Understand Microevolution: The Power of Leveraging Their Fruitful Intuitions and Engagement in Scientific Practices
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2019.1667806
Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2019.1573428
Learning Sciences Research and Pasteur’s Quadrant
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2019.1570517
Mike Eisenberg: A One of a Kind Pioneer in the Learning Sciences
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2019.1684751
How Children Individualize Numerical Routines: Elements of a Discursive Theory in Making
来源期刊:Journal of the Learning SciencesDOI:10.1080/10508406.2019.1646650