For more than 100 years, the learning sciences have confronted the challenge of rethinking what we know in the service of changing what we do in learning and education. Science learning has been a consistent, if not primary, focus of the learning sciences because of the centrality of inquiry and investigation in the epistemic practices of science. Indeed, science learning has formed the basis of foundational work in the learning sciences about how to consider learners in their physical, social, cognitive, cultural, and material contexts for understanding the principles of learning in rich interdisciplinary ecologies. In this introductory chapter, I have argued that the intersections of the learning sciences and science education are places of great potential for practice, pedagogy, research, and policy. These intersections include the science of learning, educational psychology, cognitive psychology, social psychology, neuroscience, computer science, design thinking, educational technology, immersion learning, inclusive learning, lifelong learning, teacher’s knowledge, research perspectives, and how learning works. I have also confronted some of the challenges that emerge. Standing at the crossroads, I see critical work on the horizon. One direction is articulating and testing research-informed strategies for making science learning experiences productive, generative, and equitable. I also see a need for ongoing collaborations among educators, learning scientists, and policymakers to develop evidence-informed strategies for guiding and sustaining the transformational work that we know needs to occur at the systems level. This includes collaborations that span educational levels and sectors and reach across administrative and geographic boundaries. Making these connections is central to creating a future in which making sense of science is accessible to all. Confronting these challenges will not be easy. There are many reasons to be daunted: mismatch between visions, policies, and resources; teacher isolation and burnout; impenetrable layers of bureaucracy. If we are to make progress, we must teach in ways that give our students hope. If we are to teach in ways that give our students hope, we must resist such daunting and seemingly intransigent conditions. That resistance may come from identifying ourselves as educators committed to teaching in ways consistent with what we know about human cognition and development. As we commit to such resistance, we may move one step closer to achieving our goal of science education for informed citizens. This chapter explores both the potential and the opportunities that are arising as the learning sciences converge with science education.

Introduction: The Learning Sciences in the Service of Science Education

章节
发表日期：

2026年

查看全文

Ben Akpan

摘要

For more than 100 years, the learning sciences have confronted the challenge of rethinking what we know in the service of changing what we do in learning and education. Science learning has been a consistent, if not primary, focus of the learning sciences because of the centrality of inquiry and investigation in the epistemic practices of science. Indeed, science learning has formed the basis of foundational work in the learning sciences about how to consider learners in their physical, social, cognitive, cultural, and material contexts for understanding the principles of learning in rich interdisciplinary ecologies. In this introductory chapter, I have argued that the intersections of the learning sciences and science education are places of great potential for practice, pedagogy, research, and policy. These intersections include the science of learning, educational psychology, cognitive psychology, social psychology, neuroscience, computer science, design thinking, educational technology, immersion learning, inclusive learning, lifelong learning, teacher’s knowledge, research perspectives, and how learning works. I have also confronted some of the challenges that emerge. Standing at the crossroads, I see critical work on the horizon. One direction is articulating and testing research-informed strategies for making science learning experiences productive, generative, and equitable. I also see a need for ongoing collaborations among educators, learning scientists, and policymakers to develop evidence-informed strategies for guiding and sustaining the transformational work that we know needs to occur at the systems level. This includes collaborations that span educational levels and sectors and reach across administrative and geographic boundaries. Making these connections is central to creating a future in which making sense of science is accessible to all. Confronting these challenges will not be easy. There are many reasons to be daunted: mismatch between visions, policies, and resources; teacher isolation and burnout; impenetrable layers of bureaucracy. If we are to make progress, we must teach in ways that give our students hope. If we are to teach in ways that give our students hope, we must resist such daunting and seemingly intransigent conditions. That resistance may come from identifying ourselves as educators committed to teaching in ways consistent with what we know about human cognition and development. As we commit to such resistance, we may move one step closer to achieving our goal of science education for informed citizens. This chapter explores both the potential and the opportunities that are arising as the learning sciences converge with science education.