Science of learning

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Science of learning

HomeSchool resourcesScience of learning

Topic summary

An understanding of how we learn should be at centre of all teaching and learning.

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.

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.  

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). 

  • 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. 

  • 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? 

Research reviews

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.

The brain, emotions, and learning

An introduction to role of the emotions in the cognitive process of learning.

Webinars

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

How do people learn mathematics? Insights from the science of learning

LIVE EVENT: 7.30PM WEDNESDAY APRIL 30, 2025
Dr Tanya Evans from the University of Auckland will talk about how the decades of cognitive research can be applied to teaching mathematics in the classroom

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 tells us 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 learning trajectory – from shallow to deep to transfer

Dr Jared Cooney Horvath explores how humans take in, embody, and utilise new information and ideas.
Load more

Infographics

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

Snapshots

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

A brief introduction to memory

A brief introduction to how memory works and its importance to teaching and learning
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