Journals | Conferences
on Journals and Books
The ISLS Books page lists publisher
offers and other news about books related to the Learning Sciences.
Other Journal of Interest
a journal of interest to ISLS members, please send an email with the
subject of "JOURNAL ANNOUNCEMENT" to
email@example.com with the following information:
(1) Title of journal
(2) Brief description (60
words or less)
(3) URL for further details
and/or an email address of the contact person
JLS — Journal of the Learning Sciences
Published by Taylor & Francis, JLS is a multidisciplinary forum for the presentation and discussion of important ideas that can change our understanding of learning and teaching. JLS has been in the top five of most-cited journals in education for the past five years.
Visit the JLS home page
for more information
IJCSCL — International Journal of Computer
Supported Collaborative Learning
Published by Springer, ijCSCL
publishes papers reflecting the interests of the international CSCL
Visit the the IJCSCL home page for more
journals are high-quality, peer-reviewed research journals and are
available in both print and online. ISLS members choose which
of the two journals they would like to receive as part of their
membership, and they are able to subscribe to the other through ISLS,
if desired, at a discounted rate.
Other Journals of Interest
problems in cognition and instruction, along with the evidence that
would allow others to participate in the exercise of such imagination.
The journal invites careful consideration of how methods and theories
are reflexively constituted in accounts of teaching and learning and
the development of pragmatic theories that offer empirically
well-grounded accounts of cognition in designed contexts, such as
schools, museums, and workplaces.
Interdisciplinary Journal of Problem-based Learning (IJPBL)
Journal of Problem-based Learning (IJPBL)
is a quarterly published, peer-reviewed journal that seeks to
challenge, stimulate, and provoke additional research in the area of
problem-based learning (PBL). IJPBL offers a forum
problem-based learning research across disciplines. This scholarly
journal publishes the most relevant information about problem-based
learning pedagogy and is the first of its kind in this exciting field.
Articles inside IJPBL offer readers instruction and insights into the
best new teaching and learning practices in a variety of disciplines.
IJPBL is filled with challenging and practical research that may be
used by educators in numerous disciplines to implement problem-based
learning in their own classrooms. IJPBL will also be of great help to
all those who wish to use problem-based learning more effectively in
their K-12 and post-secondary classrooms.
of AI in Education
The International Journal of Artificial
Intelligence in Education
publishes papers and other items concerned with the application of
artificial intelligence techniques and concepts to the design of
systems to support learning.
of Engineering Education
The Journal of Engineering Education
is a peer-reviewed international journal published quarterly by the
American Society for Engineering Education. It serves as an archival
record of scholarly research in engineering education. The journal
publishes research articles on a wide variety of topics relevant to
engineering education, including educational innovations that improve
student learning and performance, expositions synthesizing papers or
reports that have influenced engineering education today and where it
is or should be headed, developments in assessment processes and
methodologies, and community outreach or technical literacy.
Culture, and Activity
Culture, and Activity
is an interdisciplinary, international journal devoted to the study of
the human mind in its cultural and historical contexts. Articles draw
upon research and theory in a variety of disciplines, including
anthropology, cognitive science, education, linguistics, psychology,
and sociology. Particular emphasis is placed upon research that seeks
to resolve methodological problems associated with the analysis of
human action in everyday activities and theoretical approaches that
place culture and activity at the center of attempts to understand
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.