Journal Report

Instructional Science

Download PDF
Journal Information
Journal Title
Instructional Science
Publisher
ISSN
1573-1952
E-ISSN
0020-4277
Database
ERIH PLUS
Domain
Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓
2025
2024
2023
2021/2022
2020
2019
2018
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
Replicating the advantage of classifying over generating examples in an authentic relational category learning context
Tim M. Steininger, Thamar Voss, Jörg Wittwer
2026-10-20 Vol. 54 Issue 3
DOI: 10.1007/s11251-026-09823-1
Combining Generative Drawing and Explaining Activities for Chemistry Learning: Exploring the Role of Prior Knowledge
Runzhi Chen, Jennifer G. Cromley
2026-10-17 Vol. 54 Issue 3
DOI: 10.1007/s11251-026-09824-0
Learning the control-of-variables strategy through self-generated and vicarious errors: the mediating roles of affect, motivation, cognitive load, and error awareness
Linda Hämmerle, Shelbi L. Kuhlmann, Theresa Krause-Wichmann et al.
2026-10-16 Vol. 54 Issue 3
DOI: 10.1007/s11251-026-09822-2
Deliberate erring improves scientific reasoning: Learning experimentation skills by intentionally designing invalid experiments
Sarah Shi Hui Wong
2026-10-5 Vol. 54 Issue 3
DOI: 10.1007/s11251-026-09819-x
Timing matters: exploring the impact of pre- and post-draft rubrics on students’ written assignments
Anastasiya A. Lipnevich, Ligia Tomazin, Samuel P. León
2026-9-27 Vol. 54 Issue 3
DOI: 10.1007/s11251-026-09821-3
Infusing students’ everyday experiences in classrooms: a case study of classroom conversations in life skills education
Kenneth Silseth, Marthe Fundingsrud, Anniken Furberg
2026-8-18 Vol. 54 Issue 2
DOI: 10.1007/s11251-026-09820-4
Incorporating instructor presence in a multimedia language learning context
Yu-Jr Lan, Emmanuel Manalo
2026-8-11 Vol. 54 Issue 2
DOI: 10.1007/s11251-026-09814-2
Sequential patterns of challenges and socially shared regulation of learning: a comparison of pre-service and in-service teachers’ collaborative learning
Faisal Channa, Piia Näykki, Päivi Häkkinen et al.
2026-8-8 Vol. 54 Issue 2
DOI: 10.1007/s11251-026-09818-y
Synergy and complexity: How teacher support modifies motivational pathways from cognitive activation to mathematics achievement
Yuting Tan
2026-8-4 Vol. 54 Issue 2
DOI: 10.1007/s11251-026-09811-5
Investigating Students’ Collaborative Problem-Solving Interactions during Scaffolded and Non-Scaffolded Ill-Structured Tasks
Taylor Parks, Saadeddine Shehab, Emma Mercier
2026-7-27 Vol. 54 Issue 2
DOI: 10.1007/s11251-026-09816-0
Articles retrieved from Crossref.
Green Journals | https://www.green-journals.com | info@green-journals.com
Printed: October 28, 2026 05:10