Defining the science of learning: a scoping review
Background: Interest in research on the Science of Learning continues to grow. However, ambiguity about what this field is can negatively impact communication and collaboration and may inadequately inform educational training programs or funding initiatives that are not sufficiently inclusive in foc...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
2024
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10356/180053 |
| _version_ | 1826110546742607872 |
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| author | Privitera, Adam John Ng, Sally Siew Hiang Chen, Annabel Shen-Hsing |
| author2 | School of Social Sciences |
| author_facet | School of Social Sciences Privitera, Adam John Ng, Sally Siew Hiang Chen, Annabel Shen-Hsing |
| author_sort | Privitera, Adam John |
| collection | NTU |
| description | Background: Interest in research on the Science of Learning continues to grow. However, ambiguity about what this field is can negatively impact communication and collaboration and may inadequately inform educational training programs or funding initiatives that are not sufficiently inclusive in focus. Methods: The present scoping review aimed to synthesize a working definition of the Science of Learning using Web of Science and ProQuest database searches. Results: In total, 43 unique definitions were identified across 50 documents including journal articles, theses, conference papers, and book chapters. Definitions of the Science of Learning differed considerably when describing the fields thought to contribute to research on this topic. Conclusions: Based on findings, we propose a working definition of the Science of Learning for discussion and further refinement: the scientific study of the underlying bases of learning with the goal of describing, understanding, or improving learning across developmental stages and diverse contexts. |
| first_indexed | 2024-10-01T02:36:14Z |
| format | Journal Article |
| id | ntu-10356/180053 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T02:36:14Z |
| publishDate | 2024 |
| record_format | dspace |
| spelling | ntu-10356/1800532024-09-12T02:04:23Z Defining the science of learning: a scoping review Privitera, Adam John Ng, Sally Siew Hiang Chen, Annabel Shen-Hsing School of Social Sciences Lee Kong Chian School of Medicine (LKCMedicine) Centre for Research and Development in Learning (CRADLE) Institute for Pedagogical Innovation Social Sciences Science of learning Learning sciences Educational neuroscience Education Scoping review Background: Interest in research on the Science of Learning continues to grow. However, ambiguity about what this field is can negatively impact communication and collaboration and may inadequately inform educational training programs or funding initiatives that are not sufficiently inclusive in focus. Methods: The present scoping review aimed to synthesize a working definition of the Science of Learning using Web of Science and ProQuest database searches. Results: In total, 43 unique definitions were identified across 50 documents including journal articles, theses, conference papers, and book chapters. Definitions of the Science of Learning differed considerably when describing the fields thought to contribute to research on this topic. Conclusions: Based on findings, we propose a working definition of the Science of Learning for discussion and further refinement: the scientific study of the underlying bases of learning with the goal of describing, understanding, or improving learning across developmental stages and diverse contexts. 2024-09-12T02:04:23Z 2024-09-12T02:04:23Z 2023 Journal Article Privitera, A. J., Ng, S. S. H. & Chen, A. S. (2023). Defining the science of learning: a scoping review. Trends in Neuroscience and Education, 32, 100206-. https://dx.doi.org/10.1016/j.tine.2023.100206 2452-0837 https://hdl.handle.net/10356/180053 10.1016/j.tine.2023.100206 32 2-s2.0-85168420451 32 100206 en Trends in Neuroscience and Education © 2023 Elsevier GmbH. All rights reserved |
| spellingShingle | Social Sciences Science of learning Learning sciences Educational neuroscience Education Scoping review Privitera, Adam John Ng, Sally Siew Hiang Chen, Annabel Shen-Hsing Defining the science of learning: a scoping review |
| title | Defining the science of learning: a scoping review |
| title_full | Defining the science of learning: a scoping review |
| title_fullStr | Defining the science of learning: a scoping review |
| title_full_unstemmed | Defining the science of learning: a scoping review |
| title_short | Defining the science of learning: a scoping review |
| title_sort | defining the science of learning a scoping review |
| topic | Social Sciences Science of learning Learning sciences Educational neuroscience Education Scoping review |
| url | https://hdl.handle.net/10356/180053 |
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