《學(xué)習(xí)科學(xué)雜志》(JLS)是國(guó)際學(xué)習(xí)科學(xué)學(xué)會(huì)的兩份官方期刊之一(www.isls.org)。JLS為教育和學(xué)習(xí)的研究提供了一個(gè)多學(xué)科的論壇，為人們?nèi)绾螌W(xué)習(xí)和學(xué)習(xí)環(huán)境的設(shè)計(jì)提供理論依據(jù)。它發(fā)表的研究闡明了學(xué)習(xí)的過程，以及如何設(shè)計(jì)技術(shù)、教學(xué)實(shí)踐和學(xué)習(xí)環(huán)境來支持在不同環(huán)境下的學(xué)習(xí)。JLS的文章借鑒了認(rèn)知科學(xué)、社會(huì)文化理論、教育心理學(xué)、計(jì)算機(jī)科學(xué)和人類學(xué)等不同領(lǐng)域的理論框架。提交的研究報(bào)告并不局限于任何特定的研究方法，而是必須基于嚴(yán)謹(jǐn)?shù)姆治觯瑢?duì)人們?nèi)绾螌W(xué)習(xí)以及/或如何支持和加強(qiáng)學(xué)習(xí)提出新的見解。成功的論文應(yīng)該把他們的論點(diǎn)放在現(xiàn)存的學(xué)習(xí)科學(xué)文獻(xiàn)中。它們應(yīng)該反映將學(xué)習(xí)科學(xué)定義為一個(gè)領(lǐng)域的核心實(shí)踐和焦點(diǎn):方法論和教育學(xué)中的特權(quán)設(shè)計(jì);強(qiáng)調(diào)跨學(xué)科和方法創(chuàng)新;現(xiàn)實(shí)世界背景下的基礎(chǔ)研究;回答有關(guān)學(xué)習(xí)過程和機(jī)制以及結(jié)果的問題;追求技術(shù)和教學(xué)創(chuàng)新;保持研究和實(shí)踐之間的緊密聯(lián)系。JLS邀請(qǐng)廣泛的學(xué)習(xí)研究，包括正式的學(xué)習(xí)環(huán)境和非正式的學(xué)習(xí)環(huán)境。相關(guān)設(shè)置可以包括學(xué)校、高等教育、社區(qū)設(shè)置、博物館、工作場(chǎng)所、游戲空間和家庭生活，以及在線和虛擬世界。學(xué)習(xí)的領(lǐng)域可以包括學(xué)科領(lǐng)域，如識(shí)字、歷史、科學(xué)或數(shù)學(xué)，以及其他領(lǐng)域，如教學(xué)專長(zhǎng)、醫(yī)學(xué)診斷或工藝知識(shí)。將學(xué)科邊界問題化的研究也受到歡迎。為學(xué)習(xí)設(shè)計(jì)創(chuàng)新技術(shù)的工作是JLS的優(yōu)先事項(xiàng)。然而，在所有情況下，最基本的重點(diǎn)都是理解各種形式的學(xué)習(xí)的過程、工具、上下文以及結(jié)果。JLS的文章借鑒了認(rèn)知科學(xué)、社會(huì)文化理論、教育心理學(xué)、計(jì)算機(jī)科學(xué)和人類學(xué)等不同領(lǐng)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(duì)人們?nèi)绾螌W(xué)習(xí)和/或如何支持和增強(qiáng)學(xué)習(xí)的新見解的嚴(yán)格分析。手稿應(yīng)仔細(xì)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.