Journal Title:Instructional Science
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.
《教学科学》是一本国际学习科学杂志,旨在促进对学习的性质、理论和实践以及学习环境的更深入了解。该杂志对学习和教学的概念很广泛,认识到有很多方法可以激发和支持学习。该杂志鼓励所有年龄段、所有课程领域、技术丰富或精简环境以及非正式和正式学习情境中的人们提交研究论文,涵盖学习科学和学习的各种观点。该杂志强调原始实证研究报告,为主要研究的全面详细报告提供了空间。无论主题如何,在该杂志上发表的论文都通过提出对学习环境的设计和实施的影响,为学习和教学科学做出了明确的贡献。我们特别鼓励提交强调学习过程和学习环境之间的相互作用、关注有意义的学习并认识到情境的作用的论文。论文的特点是方法多样,例如,从实验室环境中的实验研究到定性研究,再到真实学习环境中的基于设计的研究。编辑偶尔会邀请专家就该领域的重要主题撰写评论文章。当评论文章被考虑发表时,它们必须处理学习和学习环境领域的核心问题。该期刊接受复制研究。这样的研究应该复制该领域的一个重要的开创性的发现,来自最初由不同研究小组进行的研究。大多数年份,《教学科学》都会就期刊范围的核心主题出版客座编辑的专题特刊。特刊的提案可以发送给主编。提案将在每年的春季和秋季进行讨论,提案者将在之后收到通知。要想参加春季和秋季的讨论,提案应分别在 3 月 1 日和 10 月 1 日之前发送给主编。请注意,提交的特刊文章将遵循与常规文章相同的审核流程。
Instructional Science创刊于1971年,由Springer Nature出版商出版,收稿方向涵盖Multiple全领域,此刊是中等级别的SCI期刊,所以过审相对来讲不是特别难,但是该刊专业认可度不错,仍然是一本值得选择的SCI期刊 。平均审稿速度 ,影响因子指数2.6,该期刊近期没有被列入国际期刊预警名单,广大学者值得一试。
大类学科 | 分区 | 小类学科 | 分区 | Top期刊 | 综述期刊 |
教育学 | 3区 | EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 PSYCHOLOGY, EDUCATIONAL 心理学:教育 | 3区 3区 | 否 | 否 |
名词解释:
中科院分区也叫中科院JCR分区,基础版分为13个大类学科,然后按照各类期刊影响因子分别将每个类别分为四个区,影响因子5%为1区,6%-20%为2区,21%-50%为3区,其余为4区。
大类学科 | 分区 | 小类学科 | 分区 | Top期刊 | 综述期刊 |
教育学 | 3区 | EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 PSYCHOLOGY, EDUCATIONAL 心理学:教育 | 3区 3区 | 否 | 否 |
大类学科 | 分区 | 小类学科 | 分区 | Top期刊 | 综述期刊 |
教育学 | 2区 | EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 PSYCHOLOGY, EDUCATIONAL 心理学:教育 | 2区 3区 | 否 | 否 |
大类学科 | 分区 | 小类学科 | 分区 | Top期刊 | 综述期刊 |
教育学 | 2区 | EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 PSYCHOLOGY, EDUCATIONAL 心理学:教育 | 2区 3区 | 否 | 否 |
大类学科 | 分区 | 小类学科 | 分区 | Top期刊 | 综述期刊 |
教育学 | 3区 | EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 PSYCHOLOGY, EDUCATIONAL 心理学:教育 | 3区 3区 | 否 | 否 |
按JIF指标学科分区 | 收录子集 | 分区 | 排名 | 百分位 |
学科:EDUCATION & EDUCATIONAL RESEARCH | SSCI | Q1 | 120 / 756 |
84.2% |
学科:PSYCHOLOGY, EDUCATIONAL | SSCI | Q2 | 26 / 74 |
65.5% |
按JCI指标学科分区 | 收录子集 | 分区 | 排名 | 百分位 |
学科:EDUCATION & EDUCATIONAL RESEARCH | SSCI | Q1 | 159 / 756 |
79.03% |
学科:PSYCHOLOGY, EDUCATIONAL | SSCI | Q2 | 19 / 74 |
75% |
名词解释:
WOS即Web of Science,是全球获取学术信息的重要数据库,Web of Science包括自然科学、社会科学、艺术与人文领域的信息,来自全世界近9,000种最负盛名的高影响力研究期刊及12,000多种学术会议多学科内容。给期刊分区时会按照某一个学科领域划分,根据这一学科所有按照影响因子数值降序排名,然后平均分成4等份,期刊影响因子值高的就会在高分区中,最后的划分结果分别是Q1,Q2,Q3,Q4,Q1代表质量最高。
CiteScore | SJR | SNIP | CiteScore排名 | ||||||||||||
4.8 | 1.198 | 1.797 |
|
名词解释:
CiteScore:衡量期刊所发表文献的平均受引用次数。
SJR:SCImago 期刊等级衡量经过加权后的期刊受引用次数。引用次数的加权值由施引期刊的学科领域和声望 (SJR) 决定。
SNIP:每篇文章中来源出版物的标准化影响将实际受引用情况对照期刊所属学科领域中预期的受引用情况进行衡量。
是否OA开放访问: | h-index: | 年文章数: |
未开放 | -- | 48 |
Gold OA文章占比: | 2021-2022最新影响因子(数据来源于搜索引擎): | 开源占比(OA被引用占比): |
41.94% | 2.6 | 0.41... |
研究类文章占比:文章 ÷(文章 + 综述) | 期刊收录: | 中科院《国际期刊预警名单(试行)》名单: |
100.00% | SCIE、SSCI | 否 |
历年IF值(影响因子):
历年引文指标和发文量:
历年中科院JCR大类分区数据:
历年自引数据:
2023-2024国家/地区发文量统计:
国家/地区 | 数量 |
USA | 38 |
GERMANY (FED REP GER) | 21 |
Netherlands | 11 |
Israel | 9 |
CHINA MAINLAND | 7 |
Canada | 6 |
Australia | 4 |
Switzerland | 4 |
Finland | 3 |
Spain | 3 |
2023-2024机构发文量统计:
机构 | 数量 |
UTRECHT UNIVERSITY | 7 |
UNIVERSITY OF FREIBURG | 6 |
LEIBNIZ INSTITUT FUR WISSENSMEDI... | 5 |
UNIVERSITY OF CALIFORNIA SYSTEM | 5 |
EBERHARD KARLS UNIVERSITY OF TUB... | 4 |
UNIVERSITY OF HAIFA | 4 |
ETH ZURICH | 3 |
MAASTRICHT UNIVERSITY | 3 |
NATIONAL TAIWAN NORMAL UNIVERSIT... | 3 |
OPEN UNIVERSITY NETHERLANDS | 3 |
近年引用统计:
期刊名称 | 数量 |
J EDUC PSYCHOL | 109 |
EDUC PSYCHOL REV | 65 |
EDUC PSYCHOL-US | 60 |
LEARN INSTR | 60 |
CONTEMP EDUC PSYCHOL | 44 |
COGNITION INSTRUCT | 36 |
COMPUT HUM BEHAV | 36 |
INSTR SCI | 35 |
J LEARN SCI | 32 |
COMPUT EDUC | 26 |
近年被引用统计:
期刊名称 | 数量 |
COMPUT EDUC | 60 |
BRIT J EDUC TECHNOL | 44 |
LEARN INSTR | 39 |
ASSESS EVAL HIGH EDU | 38 |
COMPUT HUM BEHAV | 35 |
FRONT PSYCHOL | 35 |
INSTR SCI | 35 |
J EDUC PSYCHOL | 35 |
EDUC PSYCHOL REV | 30 |
INT J SCI EDUC | 30 |
近年文章引用统计:
文章名称 | 数量 |
The hard work of soft skills: au... | 10 |
Revisiting learning communities:... | 9 |
Scanpath analysis of expertise a... | 8 |
Digital technologies for promoti... | 8 |
Supporting communities of learne... | 8 |
What matters for students' learn... | 8 |
Laptop versus longhand note taki... | 8 |
Training self-regulated learning... | 6 |
Fading distributed scaffolds: th... | 5 |
The learning analytics of model-... | 5 |
同小类学科的其他优质期刊 | 影响因子 | 中科院分区 |
International Journal Of Performance Analysis In Sport | 1.9 | 4区 |
Ieee Transactions On Learning Technologies | 2.9 | 3区 |
Science & Education | 2.1 | 3区 |
American Journal Of Physics | 0.8 | 4区 |
Journal Of Chemical Education | 2.5 | 3区 |
Computers & Education | 8.9 | 1区 |
Physics Teacher | 0.5 | 4区 |
Medical Teacher | 3.3 | 2区 |
Chemistry Education Research And Practice | 2.6 | 2区 |
Physical Review Physics Education Research | 2.6 | 2区 |
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