The Science of Learning: What Does It Really Tell Us About Teaching?

The Science of Learning: What Does It Really Tell Us About Teaching?

Is it true that “the science of learning” mandates a traditional chalk-and-talk approach to teaching?

Recently some teachers have been persuaded that other approaches such as inquiry- or problem-based learning simply “don’t work”. But what is the science of learning? Is there only one unequivocally agreed science of learning or are there several? Is the science being quoted up-to-date, or is it being superseded by other paradigms? And are there other desirable outcomes of schooling that are neglected or even hampered by a didactic style of teaching?

This lecture aims to shed light on the current relationship between the science of learning and classroom reality.

Date: Wednesday 07 May 2025

Time: 5.30pm Light refreshments | 6.00pm Lecture

Venue: Q230 Theatre. Level 2, 234 Queensberry Street, University of Melbourne (Venue is subject to change within the Parkville campus at short notice. Please keep an eye out for email communications)

Please Note: Due to the theatre's limited capacity, please only register for a seated ticket if you are sure to be attending in person. A ticket type to receive a copy of the recording is available for those that are unable to attend. Those who register to attend in-person will also recieve a copy of the recording after the event.

Professor Guy Claxton
Guy Claxton is a cognitive scientist by training and writer of over 30 books on psychology and education. He holds Fellowships of the British Psychological Society and the Academy of Social Sciences, and took a 'double first' in Natural Sciences from Cambridge and a DPhil in Experimental Psychology from Oxford. He has spent most of his working life in a variety of UK universities including Oxford, Bristol, UCL London, King’s College London and Winchester. He is currently Emeritus Professor of the Learning Sciences at Winchester’s Centre for Real-World Learning and an Honorary Senior Research Fellow at Bristol.

Guy’s work focuses on teaching and researching about real-life as well as academic learning – what it involves and how to make it better. He now works directly with schoolteachers to deliberately create cultures in their classrooms that strengthen these so-called ‘positive learning dispositions’ or ‘epistemic strengths’. In Australia Guy has, over many years, led research and development programmes for the Victorian Independent Schools Association, the Anglican Schools of New South Wales and the South Australian Department of Education.

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