Defining the science of learning: a scoping review

Abstract

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.