Science of learning
An understanding of how we learn should be at centre of all teaching and learning.
Definition
The science of learning draws on research from cognitive psychology, neuroscience and education to understand the processes through which we learn. While there is a focus on the cognitive processes involved in learning, the science of learning also recognises that cognition is affected by affective, emotional and contextual factors.
Relevance
As learning is a central pursuit of the education system, it is essential that educators understand the principles behind how we learn and the practical application and enactment of these in the classroom.
State of the evidence
While the scientific understanding of how we learn is continuously evolving, there is a strong evidence-base behind the key processes and principles of cognition. There also is a growing research-base focused on the impact of particular pedagogies and practices in the school context (as opposed to just a laboratory context).
In practice
- Activating existing knowledge: A new concept is always learned in association with already existing knowledge. The amount of existing knowledge and level to which it is interconnected influence the quality of learning (more interconnected knowledge leads to easier and faster learning).
- Cognitive load: all new information must be processed in the working memory before it is processed to long-term memory. Our working memory has limited capacity, and therefore if tasks are too cognitively demanding or if confronted with too much new information at once, learning is impeded.
- Practice is essential to learning: students need to practice retrieving information from their long-term memories to use in a new situation or context. Practicing a particular skill or retrieving particular information is more effective when spread over time, rather than repeated sequentially over a short time period.
- Effective feedback is essential to the learning process.
- Affective learning skills are essential: students’ sense of self-belief about their ability to learn, that is, believing that intelligence is mutable, greatly impacts their achievement. Furthermore, so-called non-cognitive skills such as self-regulation and motivation are essential to successful learning.
Guiding questions
- Do I fully understand how cognition works?
- How do I ensure I active students’ prior knowledge when introducing a new topic or skill?
- Do I build practice into my lesson sequence?
- Is the feedback I provide my students specific, task-focused and focused on improvement?
- How do I feed into my students’ self-beliefs about their intelligence?
An introduction to cognitive load theory
The implications of cognitive load theory for learning, and how to design instruction to minimise cognitive load and maximise learning.
The role of memory, knowledge, and understanding in learning
How the process of learning occurs in the brain and the relationship between memory, understanding and knowledge
Working memory and its role in teaching and learning
The key features of long-term and working memory and how they work together as part of the learning process.
Retrieval practice and its benefits for long-term learning
Retrieval practice is a learning strategy designed to promote consolidation of knowledge through recall over time.
Spaced practice and its role in supporting learning and retention
Spaced or distributed practice is a pedagogical strategy based on cognitive principles of memory formation.
Supporting students to develop effective study skills
A guide to help teachers support their students to develop good study habits, use effective learning strategies, and stay motivated while working independently.
Thinking about thinking: How teaching metacognition turns struggle into strategy
This webinar with Professor Melissa Barnes from La Trobe University will examine the research behind metacognition and discuss why it has such a powerful impact on learning outcomes.
How do people learn mathematics? Insights from the science of learning
Dr Tanya Evans from the University of Auckland talks about how the decades of cognitive research can be applied to teaching mathematics in the classroom
An introduction to the science of learning
Dr Nina Hood and Dr Stephanie MacMahon introduce the science of learning, exploring what it means, the research base it draws on, and its implications for curriculum and pedagogy in school
An introduction to Cognitive Load Theory
Dr Greg Ashman explores what cognitive load theory is and its practical implications for teachers.
Making learning stick with retrieval practice
Kate Jones talks about how to make learning stick, focusing on the benefits of retrieval practice and practical ideas for teachers to ensure classroom practice is based on relevant research evidence.
What is learning by scientific design?
Benjamin Riley, the founder of Deans for Impact, explores how teachers can design learning experiences for students rooted in scientific insight.
The science of learning infographic
A very quick introduction to the science of learning
Learning and our emotions infographic
Discover the ways our emotions affect our learning, and how to design the classroom with emotions in mind
Memory infographic
Learn how different levels of memory are developed and what influences how we retain information
How metacognition supports learning and transfer
Key insights from a webinar with Dr Melissa Barnes from La Trobe University.
An introduction to the science of learning
Key insights from a webinar with Dr Stephanie MacMahon from the University of Queensland.
Using cognitive load theory to inform teaching and learning
Key ideas from a webinar with Dr Greg Ashman.
Making learning stick with retrieval practice
The key insights and strategies from Kate Jones' webinar on using retrieval practice to promote deep learning.
6 principles of learning from Benjamin Riley
6 principles from the learning sciences research to support effective teaching
The Learning Trajectory: Key insights from Dr Jared Cooney Horvath’s webinar
What teachers need to know about how we learn and what it means for their practice
The science of learning with Professor Matt McCrudden
Associate Professor Matt McCrudden of Penn State University talks to Dr Nina Hood about his research into the science of learning and how teachers can apply the principles of learning science in their classrooms
Debunking neuromythsby Assistant Professor Vanessa Rodriguez
Assistant Professor Vanessa Rodriguez debunks her top 5 neuromyths.
What teachers need to know about the brain by Assistant Professor Vanessa Rodriguez
Assistant Professor Vanessa Rodriguez discusses the key things that teachers need to know about how the brain works in order to support their own and their students’ learning.
The learning process by Assistant Professor Vanessa Rodriguez
Assistant Professor Vanessa Rodriguez talks about the key things for teachers to know about the learning process.