Journals Cognition and Instruction
Name
Cognition and Instruction
Subjects
Design experiments
Teaching preparation and performance
Classroom and broader cultural practices
Nature of knowledge and meta-knowledge
Old and new literacies
Teaching preparation and performance
Classroom and broader cultural practices
Nature of knowledge and meta-knowledge
Old and new literacies
ISSN
1532-690X
Description
Among education journals, Cognition and Instruction’s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical, as is analysis of process data in addition to outcome measures. The study of learning in engineered and ecologically valid circumstances is highly valued, but so is laboratory study that can be seen as necessary to reach fundamental principles that manifestly apply in the "real world" of learning and intellectual performance.
Impact Factor (2 years)
3.300
Publisher
Taylor & Francis
Journal Webpage
Journal type
Hybrid Journal