Translating neuroscience and psychology into education: Towards a conceptual model for the Science of Learning

© 2019 Gregory Michael DonoghueThis thesis reports on an empirical comparison between disciplines of educational psychology and educational neuroscience. an integrated conceptual model for the emerging field of the Science of Learning that subsumes both disciplines. After developing a conceptual framework that divides educational phenomena into five discrete layers, and a translation schema, the thesis reports the results of a systematic review of 548 studies in the educational neuroscience literature. To compare this impact with that of Educational Psychology, the thesis reports on two empirical reviews of the educational psychology literature: first, a meta-analysis of 10 well-established learning strategies, and second a meta-synthesis of over 42 learning strategies and their moderators, which formed the basis of a proposed Model of Learning. Finally, the respective strengths and limitations of both disciplines formed the basis for an integrated conceptual model for human learning – the Pedagogical Primes Model for the Learning Sciences. This model provides a means by which all learning-related disciplines (including but not limited to neuroscience) can meaningfully communicate with each other, and in so doing enhance the valid translation of Science of Learning research into educational practice