JLS editors

Susan A. Yoon & Jan Van Aalst
Co-editors in Chief

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25 May 2019
In this issue: David Klahr comments on what he argues is a misrepresentation of Pasteur’s Quadrant in the learning sciences. Christina Krist et al. synthesize and build on existing frameworks to identify essential characteristics of students’ mechanistic reasoning across scientific content areas. They argue that these characteristics can be represented as epistemic heuristics, that implicitly guide mechanistic reasoning. Janneke van de Pol et al. investigate how adaptive support promotes student...
01 March 2019
In November we invited proposals for a special issue, to be published in early 2021. After reviews by the editors and associate editors of 7 proposals, we have selected: "Learning In and For Collective Social Action", to be edited by Joe Curnow (University of Manitoba) and Susan Jurow (University of Colorado). This proposal responds to a growing interest to politics, ethics and social justice in the field. We are excited about this proposal and look forward to working with the guest editors on i...
01 March 2019

Reviewing is a crucial service to the field, and each year JLS formally recognises its best reviewers. Selection criteria are: completing (1) multiple reviews that are thorough (2) and timely (3); that provide mentorship to authors; and (5) reflect the core values and practices of the field.

We are excited to announce that for 2018 the editorial team has selected Angela Calabrese Barton and Anna Sfard for the recognition.


Using Everyday Language to Support Students in Constructing Thematic Representations

Sarah Levine

Sara Levine   

In this study, published in the first issue of 2019, "students constructed thematic interpretations with sentence stems using everyday interpretive language, such as “Reading this story suggests the world can be a place where _____.”

With no additional instruction, experimental groups constructed more thematic interpretations and made fewer happiness-bound interpretations than a comparison group. Results suggest that students are more capable of thematic interpretation than some research indicates and that everyday interpretive language may help disrupt students’ school-based framing of thematic interpretation."

Read the full article
 to learn more. Please share widely.


Seeing in the Dark: Embodied Cognition in Amateur Astronomy Practice

Flávio S. Azevedo and Michele J. Mann

Flavio Azevedo In this study, published in the first issue of 2018, Azevedo and Mann contribute to our understanding of embodied cognition. They use an interactionist analysis to examine how the body is involved, moment by moment, as a resource for producing and communicating meaning during field activity. Their study uncovers "important, novel forms of embodied action and reasoning in science, technology, engineering, and mathematics practices". 
Read the full article to learn more. Please share widely.


What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

Daniel Sommerhoff, Andrea Szameitat, Freydis Vogel, Olga Chernikova, Kristina Loderer & Frank Fischer

In their new study, Daniel Sommerhoff et al. take a close look at learning sciences programs worldwide; which disciplines are involved and what constitutes core concepts and methods? They discuss their results in terms of communities of practice, with a conceptual and methodological core and an "orbit" with strong influences from other disciplines, possibly driving innovation within the learning sciences.

Read the full article to learn more. Please share widely (open access).


The scope of JLS and instructions for authors are explained at the publisher's website (above). Here we mention 3 areas specific areas where we currently would like to see more submissions:

  • Articles that help the field understand how learning-sciences research can better impact policy and practice. Please see the open-access guest editorial by Susan McKenney for a detailed call.
  • Reports and Reflections: These are short articles of 4000 to 6000 words that aim to stir up debate and support the development of the field. For 3 examples, see volume 23 issue 1 (2014). We are interested in articles that help to make connections to other fields, methodological papers, and many more topics.
  • Articles that enhance the international reach of JLS. Articles from regions that are relatively new to the learning sciences.

 2017 Impact Factor 3.000

Rank 15/238 for Education, 9/59 for Educational Psychology 

 Average Review Time 100 days in 2017 



Reviewers explain the review process at JLS

Preparing your manuscript 

After your article is published

JLS uses three strategies to promote your newly published article. The three strategies are:

  •   Web Annotation: Web annotations can be a useful vehicle for getting conversations around published articles started, provide information to authors about who is interested in the article, provide feedback, and build connections.
  •   Video Introductions: Video intro is a 3-min video to summarise the key contributions of your article. 
  •   Webinars: a webinar is an online seminar in which you discuss your article with interested audiences. 



This page is maintained by the editorial team of Journal of the Learning Sciences under ISLS