Harnessing the Science of Learning in Education
The Science of Learning, a field that studies how people learn by combining research from psychology, neuroscience and education, is a vital component of teacher preparation programs because it provides evidence-based insights into how students acquire, retain and apply knowledge — enabling future educators to design more effective instruction.
In a recent webinar hosted by WGU’s School of Education and Education Week, WGU Program Directors Tonya Daniels, Elizabeth Allison and Christopher Sharpe delved into how the Science of Learning can transform classroom instruction. The session covered foundational principles, debunked common myths, and offered practical applications for educators at all levels.
“We have had the privilege of redeveloping all of our initial licensure programs, and we are using the Science of Learning as the foundation of those programs,” said Daniels, as she opened the webinar. She emphasized the importance of integrating research-based strategies throughout WGU’s curriculum to improve student outcomes.
Sharpe broke down the core components of the Science of Learning, such as encoding, storage, and retrieval, using a cooking analogy to demonstrate the value of repetition and refinement. He remarked, “The Science of Learning is really when theory goes into practice,” emphasizing the role of cognitive neuroscience, psychology, and education in shaping effective teaching strategies.
A particularly compelling section of the webinar session addressed common educational myths. The presenters clarified that learning styles lack scientific support and that highlighting and rereading are not the most effective learning techniques. Instead, they advocate for strategies like retrieval practice, elaborative processing, and spaced repetition. Sharpe noted, “It's not rote memorization, repetition, and recall for our students. It’s how that information spirals throughout their learning experiences.”
Allison guided webinar attendees through practical ways to create more effective learning environments, from minimizing distractions to fostering reflective practice. Stressing the importance of motivation and autonomy in learning, she said, “Learning doesn't always have to be fun, but it should be enjoyable.”
Learn more about the Science of Learning and WGU’s approach to incorporating it into teacher preparation curriculum by watching the full webinar below.
