Educational psychology significantly contributes to science education and science learning by addressing cognitive, motivational, social, and emotional aspects that underpin the learning process. This abstract underscores the integration of educational psychology theories such as constructivism, cognitive load theory, self-determination theory, and social constructivism into effective teaching strategies. Tools like Novakian Concept Mapping and Maslow’s Hierarchy of Needs serve as vital frameworks for structuring knowledge and enhancing engagement in science learning. Empirical evidence highlights the impact of experiential learning and inquiry-based approaches in improving comprehension and sustaining motivation in STEM education and science learning environments. The challenges of cognitive overload, individual learning differences, and the necessity for scaffolding are examined alongside actionable recommendations, including active learning techniques, inquiry-based methodologies, and fostering social collaboration. Looking ahead, advancements in digital technologies, online platforms, and interdisciplinary collaboration are poised to further elevate science education and science learning in the digital era.