The authors note that this is distinct from the learning sciences (although the Science of Learning is often used interchangeably). The learning sciences focus specifically on “investigat[ing] teaching and learning as well as the design and development of learning environments, with the goal to improve the effectiveness of education and training.” (p. 13). Given these two distinct definitions, I would argue that we are operating somewhere between the two. We use the Science of Learning (the scientific study of underlying bases) to inform the learning sciences (the design of learning environments to improve the effectiveness of education)!
It’s ok if you’re confused. We are at the beginning stages of a new applied field: The Science of Learning. We are working out the exact definitions. We are figuring out how this field is similar and different than those it has branched from. And you are a part of it. Isn’t that exciting?
And you really are a necessary part of this work. The Science of Learning is about research, but that research can only move forward if we are able to understand the unique limitations with learners from different backgrounds, different materials, and different contexts. We need to know what works and what doesn’t so we can take it back to the lab and understand why. Understanding the underlying mechanisms allows us to better predict what strategy will be helpful when and for whom.
The art of teaching is taking the science and applying it in a way that makes sense. Throwing away the entire science because we don’t understand everything yet is akin to throwing the baby out with the bathwater. Please, save the baby (and the science).
Bottom Line
My hope is that this explanation helps you to see a bit of the behind-the-scenes work, to better understand where you, cognitive psychology, and science really sit in this fuzzy Science of Learning.
Because there is no one definition, it is very possible that people are using the Science of Learning to mean something… less scientific. Continue to be skeptical. Continue to ask about the research that supports the program you’re being asked to implement. But also, don’t assume that someone who is using science is trying to sell you something. (Here’s a great resource for help with this task.)
I can say very confidently that, at least for the four of us here, we are volunteering our time because we want to help improve educational outcomes.
