ABSTRACT
The emergence of an integrative, interdisciplinary “science of learning” as a field of research in its own right gained momentum in the early 21st century, building on a long history of learning as an important research topic for many disciplines, including neuroscience, cognitive and behavioural sciences, psychology, social sciences, and education. However, the knowledge gained tends to reside within the “silos” of disciplinary methodologies and theoretical perspectives, a scenario not conducive to addressing the many complexities of learning that continue to elude our understanding. With growing expectations of the science of learning and its potential to impact learning on a local and global scale, as detailed in the preceding chapter, the need to build research capacity in the field has become increasingly urgent. This chapter describes the development of the science of learning as a field of research and the role that funding agencies and academic consortia, have played in integrating knowledge across research disciplines and education. Reflecting on the emergence of the field in the United States, Australia, and Brazil, various initiatives to grow the science of learning in the respective countries is discussed. Insights and findings from these contrasting approaches may be used to inform both research and educational policy seeking to incorporate research evidence from the science of learning as integral to shaping future education innovation. These aspirations raise the substantial challenge of not only ensuring that knowledge continues to be integrated among research disciplines, but that it is made useful and useable to the education community.
