Instructional Science

Aims & Scope

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.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.1
2024	2.60

SJR (SCImago Journal Rank)

Year	Value
2024	1.022

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	95

Journal Rank

Year	Value
2024	4648

Journal Citation Indicator

Year	Value
2024	399

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Formative assessment and the design of instructional systems

  Citation: 2145

  Authors: D. Royce

• Phenomenography ? Describing conceptions of the world around us

  Citation: 1860

  Authors: Ference

• Promoting general metacognitive awareness

  Citation: 803

  Authors: Gregory

• Cognitive load theory, educational research, and instructional design: some food for thought

  Citation: 681

  Authors: Ton

• Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture

  Citation: 631

  Authors: Fred, Alexander, John

• Content analysis of online discussion in an applied educational psychology course

  Citation: 449

  Authors: Noriko, Curtis Jay, Charoula

• The expert learner: Strategic, self-regulated, and reflective

  Citation: 386

  Authors: Peggy A., Timothy J.

• Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning

  Citation: 370

  Authors: Joseph D.

• Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds

  Citation: 369

  Authors: Roger, Allyson F.

• Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia

  Citation: 357

  Authors: Roxana

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