ABSTRACT
Although only gaining attention at an international policy level recently for its potential to reform education globally as discussed by MacGaw in the opening chapter to this book, the science of learning as an academic pursuit is not a new notion. One may argue that many of the same educational psychology questions and ideas that have been around for many decades are now being explored with a different lens and language, melding notions of neuroscience for emphasis or prestige but saying little new. Certainly, there are many over promises that the new notions will revolutionise classrooms, and who cannot be impressed when introducing the mechanisms of the brain. In the prologue we explore the history of the science of learning, developing in parallel with technological advances in neuroscience and psychology, and its emergence as the new incarnation of educational psychology. The major impact, and exciting opportunity, is a renewed attention to learning, and a movement from focussing on teaching to research on the impact of teaching on students – their learning. Acknowledging the challenge of bringing the science of learning into the mainstream of teacher education, classrooms, and policy, right now is an exciting time to be part of the development of this new language relating to the science of learning.
