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Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts.JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced.Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.JLS invites studies of learning in a broad range of contexts, including formal learning environments as well as learning in informal contexts. Relevant settings can include schools, higher education, community settings, museums, workplaces, play spaces, and family life, as well as online and virtual worlds. Domains of learning can include subject areas, such as literacy, history, science or mathematics, as well as other domains, such as teaching expertise, medical diagnosis, or craft knowledge. Research that problematizes disciplinary boundaries is also welcome. Work that foregrounds the design of innovative technologies for learning is a priority for JLS. In all cases, however, the fundamental focus is on understanding the processes, tools, and contexts, as well as outcomes, of learning in its myriad forms.JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, methodology, or theoretical framework, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Manuscripts should carefully describe the methods used, and justify their fit to the research questions that are posed in the manuscript.
《学习科学杂志》(JLS)是国际学习科学学会的两份官方期刊之一(www.isls.org)。JLS为教育和学习的研究提供了一个多学科的论坛，为人们如何学习和学习环境的设计提供理论依据。它发表的研究阐明了学习的过程，以及如何设计技术、教学实践和学习环境来支持在不同环境下的学习。JLS的文章借鉴了认知科学、社会文化理论、教育心理学、计算机科学和人类学等不同领域的理论框架。提交的研究报告并不局限于任何特定的研究方法，而是必须基于严谨的分析，对人们如何学习以及/或如何支持和加强学习提出新的见解。成功的论文应该把他们的论点放在现存的学习科学文献中。它们应该反映将学习科学定义为一个领域的核心实践和焦点:方法论和教育学中的特权设计;强调跨学科和方法创新;现实世界背景下的基础研究;回答有关学习过程和机制以及结果的问题;追求技术和教学创新;保持研究和实践之间的紧密联系。JLS邀请广泛的学习研究，包括正式的学习环境和非正式的学习环境。相关设置可以包括学校、高等教育、社区设置、博物馆、工作场所、游戏空间和家庭生活，以及在线和虚拟世界。学习的领域可以包括学科领域，如识字、历史、科学或数学，以及其他领域，如教学专长、医学诊断或工艺知识。将学科边界问题化的研究也受到欢迎。为学习设计创新技术的工作是JLS的优先事项。然而，在所有情况下，最基本的重点都是理解各种形式的学习的过程、工具、上下文以及结果。JLS的文章借鉴了认知科学、社会文化理论、教育心理学、计算机科学和人类学等不同领域的理论框架。提交的论文不限于任何特定的研究方法、方法论或理论框架，而是必须基于对人们如何学习和/或如何支持和增强学习的新见解的严格分析。手稿应仔细描述使用的方法，并证明其适合在手稿中提出的研究问题。
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