《教學科學》是一本國際性的學習科學雜志，它促進人們對學習的本質、理論和實踐以及學習發生的環境有更深刻的理解。發表的論文代表了學習科學的各種觀點，涵蓋了所有年齡層、課程的所有領域、技術豐富或精益的環境以及非正式和正式學習環境中的學習。該雜志強調原始實證研究的報告，為全面和詳細地報告主要研究提供了空間。無論主題是什么，期刊上發表的論文都對學習和教學科學做出了明確的貢獻，為學習環境的設計和實現提供了啟示。大多數年份，《教學科學》都會出版一個客座編輯的專題特刊。最近的問題是“教師作為技術促進學習的設計師”和“參與式設計:學生、教師和設計師的綜合視角”。

Instructional Science, An International Journal of the Learning Sciences promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. Published papers represent a variety of perspectives from the learning sciences and cover learning by people of all ages, in all areas of the curriculum, in technologically rich or lean environments and in informal and formal learning contexts.Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments.Most years, Instructional Science publishes a guest-edited thematic special issue. Recent issues have been on ‘teachers as designers of technology enhanced learning’ and ‘participatory design: integrating perspectives of students, teachers, and designers’.