Learning Sciences in Action: A Reflective Case on the Pedagogy of a Learning Sciences Course for Postgraduates

Abstract

Learning Sciences (LS) is an emerging field shaping education research and addressing key divisions in knowledge societies. While its global presence is expanding, teaching LS remains challenging due to the need to question assumptions about learning and to engage with abstract, complex theories. This paper reports on a postgraduate LS course in an Indian institute, demonstrating how such theories can be made accessible. The course employed a conceptual scaffold—the concrete–abstract spectrum—to position learning theories ranging from behaviourism and constructivism (including social constructivism and constructionism) to the emerging 4E paradigm of cognition, which emphasises embodied and situated learning. The design incorporated (a) starting from student motivations, (b) introducing theories through an Action– Reflection–Discussion–Reflection (ARDR) cycle to ground engagement, (c) fostering peer discussion and collective reflection, and (d) assessment milestones culminating in a field observation project that initiated students into LS research practice. Drawing on observations and student feedback, we discuss the efficacy of these elements in addressing key pedagogical challenges and offer insights into advancing LS scholarship and course design.