ISSN: 1050-8406

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Journal of the Learning Sciences Q1 Unclaimed

Routledge United States

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Journal of the Learning Sciences is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 105. It has a price of 2600 €. It has an SJR impact factor of 2,267 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 2,267.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Developmental and Educational Psychology (Q1) Developmental and Educational Psychology (Q1) Education (Q1)

Price

2600 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

2,267

SJR Impact factor

105

H Index

26

Total Docs (Last Year)

69

Total Docs (3 years)

1554

Total Refs

551

Total Cites (3 years)

65

Citable Docs (3 years)

6.4

Cites/Doc (2 years)

59.77

Ref/Doc

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Aims and Scope

Best articles by citations

Erratum

How Young Children Learn to Program With Sensor, Action, and Logic Blocks

Diversity and Commonality in the Analysis of Talk

Dreams of a Final Theory?

Appreciating the Complexity of Teaching and Learning in School: A Commentary on Cobb; Forman and Ansell; McClain; Saxe; Schliemann; and Sfard

Functionality in Analogical Transfer: A Hard Match is Good to Find

Affordances of Collaborative Software Design Planning for Elementary Students' Science Talk

Reframing Practice: Teacher Learning Through Interactions in a Collaborative Group

Children's Developing Mathematics in Collective Practices: A Framework for Analysis

Studying the Varieties of Consciousness: Stories About Zombies or the Life About Us?

Schedules of Practical Work for the Analysis of Case Studies of Learning and Development

Notes from the New Editors-in-Chief

SHOW MORE ARTICLES

Return to the Garden of Eden? Learning, Working, and Living

Fruits of Polyphony: A Commentary on a Multiperspective Analysis of Mathematical Discourse

Representational Tools and Mathematical Understanding

Shifting Engagements in Figured Worlds: Middle School Mathematics Students' Participation in an Architectural Design Project

Knowledge Construction in Wikipedia: A Systemic-Constructivist Analysis

Defining Personal Epistemology: A Response to Hofer & Pintrich (1997) and Sandoval (2005)

From the Pragmatics of Classification Systems to the Metaphysics of Concepts

An Ecological Science of the Artificial?

Inscribing the Winch: Mechanisms by Which Students Develop Knowledge Structures for Representing the Physical World With Algebra

Locating an Ecological Psychology Methodology for Situated Action

Communities of Practice in the New Capitalism

Fast Kids, Slow Kids, Lazy Kids: Framing the Mismatch Problem in Mathematics Teachers' Conversations