《學習科學雜志》(JLS)是國際學習科學學會的兩份官方期刊之一(www.isls.org)。JLS為教育和學習的研究提供了一個多學科的論壇，為人們如何學習和學習環境的設計提供理論依據。它發表的研究闡明了學習的過程，以及如何設計技術、教學實踐和學習環境來支持在不同環境下的學習。JLS的文章借鑒了認知科學、社會文化理論、教育心理學、計算機科學和人類學等不同領域的理論框架。提交的研究報告并不局限于任何特定的研究方法，而是必須基于嚴謹的分析，對人們如何學習以及/或如何支持和加強學習提出新的見解。成功的論文應該把他們的論點放在現存的學習科學文獻中。它們應該反映將學習科學定義為一個領域的核心實踐和焦點:方法論和教育學中的特權設計;強調跨學科和方法創新;現實世界背景下的基礎研究;回答有關學習過程和機制以及結果的問題;追求技術和教學創新;保持研究和實踐之間的緊密聯系。JLS邀請廣泛的學習研究，包括正式的學習環境和非正式的學習環境。相關設置可以包括學校、高等教育、社區設置、博物館、工作場所、游戲空間和家庭生活，以及在線和虛擬世界。學習的領域可以包括學科領域，如識字、歷史、科學或數學，以及其他領域，如教學專長、醫學診斷或工藝知識。將學科邊界問題化的研究也受到歡迎。為學習設計創新技術的工作是JLS的優先事項。然而，在所有情況下，最基本的重點都是理解各種形式的學習的過程、工具、上下文以及結果。JLS的文章借鑒了認知科學、社會文化理論、教育心理學、計算機科學和人類學等不同領域的理論框架。提交的論文不限于任何特定的研究方法、方法論或理論框架，而是必須基于對人們如何學習和/或如何支持和增強學習的新見解的嚴格分析。手稿應仔細描述使用的方法，并證明其適合在手稿中提出的研究問題。

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.