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Cognition and InstructionJournal Home
Among education journals, Cognition and Instruction's distinctive niche is rigorous study of foundational issues concerning the cognitive, socio-cultural, historical, political, ethical, and mediational processes and conditions of learning and development in and across a wide range of environments (e.g., families, neighborhoods, schools, community-based settings, outdoor spaces, workplaces, friendships, social movements, etc.). For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal remains true to its roots in investigating cognition and instruction expansively, and we encourage submissions that attend to the “how” of learning and knowing as tied to the “why,” “for whom,” “where,” and “towards what ends?” A balance of data that illuminates processes of learning for individuals and groups in addition to expansive ways of understanding the outcomes of learning across time and place is therefore typical. Additionally, a balance of well-reasoned theoretical contributions and careful and reflective empirical findings and techniques is expected. The study of learning in design-based and naturally occurring circumstances is highly valued, but so is laboratory study in which context plays a consequential role in analysis.
Publishing Model：
ISSN：0737-0008
|EISSN：1532-690X
|Publication Frequency：Bimonthly except Sept., Oct., Nov., Dec
|Last updated on 03 Jul 2026 / Current volume： 鋺鋺 / Current issue： 杚
More Details
Educational Theory
Elementary Education
Secondary Education
Impact Factor
Journal Impact Factor(JIF) 2024
缗.炆
Journal Citation Indicator(JCI) 2024
声.蔡杚
Web of Science Rank 2024:
鵝偌巨。㡶鵣欄鵣佥巨, 乊枀侶。嵻穫喊鵣沟嵻欄
# 缗逦/篫鋺
66.89%
Q2
鵝偌巨。㡶鵣欄鵣佥巨, 乊雼鵝乊葤喊胦乊沟穫嵻欄
# 杚蔡/声蔡缗
71.08%
Q2
CiteScore Metrics
CiteScore 2024
篫.炆
=
逦杚声 Citation （2022-2024）
篫蔡 Article （2022-2024）
CiteScore Rank 2024
嵻卖卖⻊嚷蠹罒 鵝详续桧㛁肃⻊肃茡续
# 鋺篫/缗逦炆
81.64%
Q1
