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.
- 43 Volumes
- 196 Issues
- 1,174 Articles
- 34 Open Access
- 1972 - 2015 Available between
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