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Instructional Science, An International Journal of the Learning Sciences,?promotes 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. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts.?Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all 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 ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings. ?The Editors will occasionally invite experts to write a review article on an important topic in the field.? When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments.?The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group.?Most years,?Instructional Science?publishes a guest-edited thematic special issue on a topic central to the journal's scope. Proposals for special issues can be sent to the Editor-in-Chief.?Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards.? To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively.? Please note that articles that are submitted for a special issue will follow the same?review process as regular articles.

《教學科學》是一本國際學習科學雜志，旨在促進對學習的性質、理論和實踐以及學習環境的更深入了解。該雜志對學習和教學的概念很廣泛，認識到有很多方法可以激發和支持學習。該雜志鼓勵所有年齡段、所有課程領域、技術豐富或精簡環境以及非正式和正式學習情境中的人們提交研究論文，涵蓋學習科學和學習的各種觀點。該雜志強調原始實證研究報告，為主要研究的全面詳細報告提供了空間。無論主題如何，在該雜志上發表的論文都通過提出對學習環境的設計和實施的影響，為學習和教學科學做出了明確的貢獻。我們特別鼓勵提交強調學習過程和學習環境之間的相互作用、關注有意義的學習并認識到情境的作用的論文。論文的特點是方法多樣，例如，從實驗室環境中的實驗研究到定性研究，再到真實學習環境中的基于設計的研究。編輯偶爾會邀請專家就該領域的重要主題撰寫評論文章。當評論文章被考慮發表時，它們必須處理學習和學習環境領域的核心問題。該期刊接受復制研究。這樣的研究應該復制該領域的一個重要的開創性的發現，來自最初由不同研究小組進行的研究。大多數年份，《教學科學》都會就期刊范圍的核心主題出版客座編輯的專題特刊。特刊的提案可以發送給主編。提案將在每年的春季和秋季進行討論，提案者將在之后收到通知。要想參加春季和秋季的討論，提案應分別在 3 月 1 日和 10 月 1 日之前發送給主編。請注意，提交的特刊文章將遵循與常規文章相同的審核流程。

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