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.
42 Volumes 188 Issues 1,135 Articles available from 1972 - 2014Browse Volumes & Issues
Mathematics learning with multiple solution methods: effects of types of solutions and learners’ activity
Cornelia S. Große (March 2014)
Students’ consideration of source information during the reading of multiple texts and its effect on intertextual conflict resolution
Keiichi Kobayashi (March 2014)
- Journal Title
- Instructional Science
- Volume 1 / 1972 - Volume 42 / 2014
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
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