Unterrichtswissenschaft

Aims & Scope

Unterrichtswissenschaft ("Journal for Teaching and Learning") publishes research on learning and instruction in pre-school, school, higher education, occupational settings and various informal learning environments.

The journal presents theoretical approaches and empirical research findings to facilitate the advancement of further research and evidence-based practice in education.

Unterrichtswissenschaft publishes original empirical studies, reviews, and theoretical articles in German (and, in some cases, in English).

All articles are subject to double-blind peer review in order to meet the highest quality standards.

Metrics & Ranking

Abstracting & Indexing

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

• Scopus
• Google Scholar

Subjects & Keywords

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

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.

• Interrelations between motivational regulation, procrastination and college dropout intentions | Zusammenhänge zwischen Motivationsregulation, Prokrastination und Studienabbruchsintentionen

  Citation: 53

  Authors: Lisa, Nicole, Markus

• Unterrichtsqualität in den Fachdidaktiken im deutschsprachigen Raum – zwischen Generik und Fachspezifik | Teaching quality in different subject matters in German-speaking countries—Inbetween genericness and subject-specificity

  Citation: 50

  Authors: Anna-Katharina, Christian, Erin, Meik, Benjamin, Andreas

• Blinde Flecken des Modells der drei Basisdimensionen von Unterrichtsqualität? Das Modell im Spiegel einer internationalen Synthese von Merkmalen der Unterrichtsqualität | Blind spots of the three basic dimensions model? Reconsidering the model based on an international synthesis on teaching quality

  Citation: 44

  Authors: Anna-Katharina, Wida, Thilo

• Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung | Teaching in times of corona: a look at the challenges from the perspective of research on learning and instruction

  Citation: 37

  Authors: Thamar, Jörg

• Orchestration tools to support the teacher during student collaboration: a review | Der Einsatz von Orchestration Tools zur Unterstützung von Lehrkräften bei der Anleitung kooperativen Lernens: Eine Ãœbersicht

  Citation: 36

  Authors: Anouschka, Nikol

• Noch immer auf der Suche nach dem heiligen Gral: Wie generisch oder fachspezifisch sind Dimensionen der Unterrichtsqualität? | Still searching for the holy grail: How generic or subject-specific are dimensions of teaching quality?

  Citation: 35

  Authors: Anna-Katharina, Cornelia

• Unterrichtsqualität im Fach Sport – Ein Ãœberblicksbeitrag zum Forschungsstand in Theorie und Empirie | Teaching quality in physical education – A review of the state of theory and empirical research

  Citation: 27

  Authors: Christian, Erin

• Same Same But Different? Analysen zur Struktur kollegialer Kooperation unter Lehrkräften im Kontext von Schul- und Unterrichtsentwicklung | Same Same But Different? Analyzing the structure of teacher collaboration with regard to contexts of school-related and instructional improvement

  Citation: 26

  Authors: Ulrike, Dirk, Cornelia

• To argue or not to argue? The role of personality traits, argumentativeness, epistemological beliefs and assigned positions for students’ participation in controversial political classroom discussions | Wer diskutiert mit? Die Bedeutung von Persönlichkeitsmerkmalen, Argumentierfreude, epistemologischen Ãœberzeugungen und zugewiesenen Diskussionspositionen für die Beteiligung an kontroversen politischen Unterrichtsdiskussionen

  Citation: 23

  Authors: Dorothee

• Der Einfluss der Lernumgebung auf die (wahrgenommene) Authentizität der linguistischen Wissenschaftsvermittlung und das Situationale Interesse von Lernenden | The influence of the learning environment on learners’ (perceived) authenticity of science communication and on their situational interest

  Citation: 19

  Authors: Anica