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Defining the Science of Learning: A scoping review
A J Privitera1, S H S Ng2, S H A Chen3
1Centre for Research and Development in Learning, Nanyang Technological University, Singapore.
Trends in Neuroscience and Education
|September 9, 2023
Summary
The Science of Learning field lacks a clear definition, hindering collaboration and educational programs. This review proposes a working definition to foster discussion and refine understanding of learning science.
Area of Science:
- Interdisciplinary field encompassing cognitive science, neuroscience, education, and psychology.
Background:
- Growing interest in the Science of Learning is hampered by definitional ambiguity.
- This ambiguity impacts communication, collaboration, and the development of educational training and funding initiatives.
Purpose of the Study:
- To synthesize a working definition of the Science of Learning.
- To address the need for a clear, inclusive definition within the field.
Main Methods:
- Conducted a scoping review of literature.
- Searched Web of Science and ProQuest databases for relevant documents.
Main Results:
- Identified 43 unique definitions of the Science of Learning across 50 documents.
- Found considerable variation in definitions, particularly regarding contributing fields.
Conclusions:
- Propose a working definition: the scientific study of the underlying bases of learning.
- The goal is to describe, understand, or improve learning across developmental stages and diverse contexts.
- This definition aims for discussion and further refinement to enhance the field.
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