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Cognition and Instruction 中科院2区 JCR:Q2 SSCI PubMed
发文量 645
被引量 59,022
影响因子(2025版) 2.346

Among education journals, Cognition and Instruction's distinctive niche is rigorous study of foundational issues concerning the cognitive, socio-cultural, historical, political, ethical, and mediational processes and conditions of learning and development in and across a wide range of environments (e.g., families, neighborhoods, schools, community-based settings, outdoor spaces, workplaces, friendships, social movements, etc.). For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal remains true to its roots in investigating cognition and instruction expansively, and we encourage submissions that attend to the “how” of learning and knowing as tied to the “why,” “for whom,” “where,” and “towards what ends?” A balance of data that illuminates processes of learning for individuals and groups in addition to expansive ways of understanding the outcomes of learning across time and place is therefore typical. Additionally, a balance of well-reasoned theoretical contributions and careful and reflective empirical findings and techniques is expected. The study of learning in design-based and naturally occurring circumstances is highly valued, but so is laboratory study in which context plays a consequential role in analysis.

  • 主办单位： ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
  • 出版地区： OXFORD
  • 出版周期： 年4期
  • 别名： COGNITION INSTRUCT;Cogn. Instr.;Cognition & Instruction;COGNITION AND INSTRUCTION;认知和教学
  • 国际标准连续出版物号/电子版： ISSN 0737-0008 / EISSN 1532-690X
  • 创刊时间： 1984年
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