Learning is an intricate and multifaceted task that often involves various dimensions and approaches. The field of learning sciences deeply investigates the mechanisms of how individuals learn best and the strategies educators can employ to enhance teaching efficacy. The ultimate goal of learning sciences is to uncover methods that aid in achieving deeper understanding and retention of knowledge among all learners while enabling them to derive meaning from their educational experiences. The learning process itself is highly nuanced, influenced by numerous factors including but not limited to the complexity of the knowledge space, the specific learning objectives set forth, the cognitive and metacognitive strategies utilized by learners, the level of external support available, and the social and physical environments in which the learning occurs, along with the psychological attributes of the learners themselves. The learning sciences strive to establish communication pathways that link these diverse perspectives together and explore relevant strategies for advancing the educational development of learners. At the heart of science education lie two foundational principles: first, that meaningful learning necessitates a deep understanding of content, and second, that learners must be active participants in their own education. By drawing on insights garnered from psychology and pedagogy, learning sciences endeavor to grasp the underlying processes that facilitate effective learning. Simultaneously, they seek to provide educators with empirical evidence that challenges their preconceptions, beliefs, and teaching practices, thereby aligning them with the fundamental tenets of scientifically understood learning processes and associated challenges. When science teachers are enriched with updated knowledge based on recent advancements in psychological sciences, they have the opportunity to significantly impact their students’ learning trajectories and facilitate their academic progress. Remarkably, it is often the case that opportunities for such vital updates regarding the learning process are strikingly absent from many teacher training and development programs. This chapter is focused on updating the knowledge of science teachers on the learning sciences.