Translating neuroscience, psychology and education: An abstracted conceptual framework for the learning sciences

Abstract

Educators strive to understand and apply knowledge gained through scientific endeavours. Yet, within the various sciences of learning, particularly within educational neuroscience, there have been instances of seemingly contradictory or incompatible research findings and theories. We argue that this situation arises through confusion between levels of analysis applicable to various disciplines. In this article, we propose a conceptual framework for the science of learning which integrates sociological, psychological, biological and neurological perspectives of learning. This framework seeks to recognise the distinction between learning—essentially a complex neurological phenomenon—and educat..