Learning under the Lens: Applying Findings from the Science of Learning to the Classroom highlights the innovative approach being undertaken by researchers from the disparate fields of neuroscience, education and psychology working together to gain a better understanding of how we learn, and its potential to impact student learning outcomes.
The book is structured in three parts: Introduction to the Science of Learning sets the scene for this emerging field of research; Building an evidence base: research findings from the science of learning features findings by eminent international and national researchers in the field and provides an insight into some of the innovative research illustrating the depth, breadth and multi-disciplinarity of the research; and Research to Reality focuses on the scaled-up implementation of research findings in authentic learning settings, and showcases research findings which are having impact in learning environments.
This fascinating book is intended as a reference tool to create awareness among researchers, policy makers, and education practitioners of the research being undertaken in the science of learning field and its potential to impact student learning outcomes.
Prologue The Science of Learning: Birth or Renaissance; Part 1:
Science of Learning: A Policy Perspective
1. Science of Learning: An
International Perspective
2. National Efforts in the Science of Learning:
Case Reports from United States, Australia and Brazil
3. Creating an Impact,
Leaving an Impression: Learnings from the Australian Science of Learning
Research Centre; Part 2: Self Regulation of Learning
4. Neuroplasticity: From
Cells to Circuits and Brains Towards the Classroom
5. Foreign Language
Anxiety: Translating Cognitive Neuroscience to the Classroom
6. Addressing
Mathematics Anxiety in Primary Teaching
7. Innovative Approaches to Measure
and Promote Emotion Regulation in the Classroom from a Science of Learning
Perspective
8. Building a Secure Learning Environment Through Social
Connectedness
9. The Master Focus Program: A Theoretically Informed
Meta-Attention Intervention for Early Adolescence; Part 3: Technology and
Learning
10. Design for Learning in An Age of Rapidly Evolving Technology
11.
Digital Learning Environments, the Science of Learning and the Relationship
Between the Teacher and the Learner; Part 4: Research Translation
12.
Research to Reality: Feedback Coaching Building Teacher Capability to
Improve Learning Outcomes
13. Translating the Science of Learning Through
Co-Design: Working with Teachers to Prioritise Executive Functioning Skills
in Mathematics Education
14. Developing a Model for the Translation of
Science of Learning Research to the Classroom; Discussant Chartering New
Waters in the Science of Learning: Reflections on the Emergence of the
Science of Learning in Australia and Its Place on the International Landscape
by An Outside Insider
Annemaree Carroll is Professor in Educational Psychology at The University of Queensland and Chief Investigator and Co-ordinator of Translational Outcomes within the Australian Research Council Special Research Initiative, Science of Learning Research Centre.
Ross Cunnington is Professor in Cognitive Neuroscience at The University of Queensland and Deputy Director of the Science of Learning Research Centre. In 2016 Ross was appointed as an Honorary Senior Neuroscience Fellow by the International Bureau of Education, UNESCO.
Annita Nugent is the Manager of Research Translation with the Science of Learning Research Centre.
