The Science of Learning

Keith Sawyer
  • 5.0 (1)
  • Education
  • Updated Biweekly

The Science of Learning explores what research tells us about how people learn—and how we can learn better. In each episode, Dr. Keith Sawyer, the Morgan Distinguished Professor of Educational Innovations at the University of North Carolina at Chapel Hill, and the editor of The Cambridge Handbook of the Learning Sciences, talks with leading researchers about the science of learning. These conversations go beyond myths and trends to focus on evidence-based insights from cognitive science, neuroscience, and the learning sciences. The podcast examines how learning really works: from memory and attention to social interaction, embodiment, and the design of learning environments. Episodes connect rigorous research to practical implications for teaching, education, and everyday life. Guests include many of the most influential scholars in the field, offering a rare opportunity to hear directly from the people shaping how we understand learning.

Episodes

  1. How Great Teachers Help Students Figure Things Out for Themselves | Joe Krajcik

    3d ago

    How Great Teachers Help Students Figure Things Out for Themselves | Joe Krajcik

    How do students learn without the teacher simply giving them the answer? In this episode of The Science of Learning, Keith Sawyer talks with learning scientist Joe Krajcik about project-based learning, scientific modeling, curiosity, and the role of productive struggle in deep understanding. Watch the video interview on YouTube  Krajcik explains why lasting learning happens when students actively construct knowledge for themselves rather than memorizing facts or copying answers. Through carefully designed experiences, teachers can help students build models, ask meaningful questions, test ideas, and connect new concepts to what they already know. The conversation explores: Why learning requires more than asking questions—it requires figuring out answers How teachers provide scaffolding without taking over the learning process The role of firsthand experiences in building understanding Why scientific models are powerful tools for explanation and prediction How students learn to make claims supported by evidence and reasoning The importance of curiosity and question asking in both learning and creativity Examples of project-based learning from elementary and high school science classrooms Along the way, Krajcik shares memorable examples involving squirrels, skateboards, water quality, chemistry, and the famous question: "How come I see so many squirrels, but I don't see any stegosaurus?" Learning happens when we build knowledge, not when we receive it. This episode explores how great teachers help students construct understanding that lasts. For more information Dr. Krajcik is a professor emeritus at Michigan State University and one of the leading researchers in project-based learning and science education. His work has helped shape contemporary approaches to inquiry-based science instruction and the Next Generation Science Standards. Dr. Krajcik's web site The Science of Learning is produced and hosted by Keith Sawyer.  Music by license from SoundStripe "Uptown Lovers Instrumental" by AFTERNOONZ "Miss Missy" by AFTERNOONZ "What's the Big Deal" by Ryan Saranich Copyright (c) 2026 Keith Sawyer

    38 min
  2. Howard Gardner on Intelligence, Creativity, and the Future of Learning

    Jun 9

    Howard Gardner on Intelligence, Creativity, and the Future of Learning

    Howard Gardner is one of the most influential educational psychologists of the past half century. Best known for his theory of Multiple Intelligences, Gardner has transformed how educators think about intelligence, learning, creativity, and human potential. Watch the YouTube video interview: https://youtu.be/DX9811c4lJI Subscribe to the Substack newsletter: https://keithsawyer.substack.com In this episode, Gardner reflects on the origins of Multiple Intelligences theory, explains why IQ scores capture only a narrow range of human abilities, and discusses what intelligence really means. He traces the development of his ideas from studies of brain damage and cognitive development to his work at Harvard University's Project Zero. Our conversation also explores the relationship between intelligence and creativity, the role of the arts in human development, the concept of the "synthesizing mind," and the profound challenges that artificial intelligence poses for education and society. Topics discussed include: What intelligence is—and what it isn't  The strengths and limitations of IQ tests  The theory of Multiple Intelligences  Brain research and human cognitive abilities  Project Zero and learning through the arts  Creativity and innovation  Ethics and human responsibility  Artificial intelligence and education  The future of colleges and universities  What learning scientists should know about AI Howard Gardner is the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education. In 1967, he was a founding member of Harvard Project Zero (HPZ), a research group focused initially on understanding the nature of artistic knowledge,; but one which now covers a wide range of educational and epistemological issues. For 28 years, with David Perkins, he was Co-Director of Harvard Project Zero, and in more recent years has served in a variety of leadership positions. He is the author of more than 30 books, including Frames of Mind, Creating Minds, Five Minds for the Future, and A Synthesizing Mind.  Gardner's work has shaped educational practice around the world and influenced generations of teachers, researchers, and policymakers. This conversation explores not only his most famous ideas but also the broader questions that have guided his career: What is intelligence? What makes people creative? And what will remain uniquely human in an age of increasingly powerful AI? Gardner's current work can be followed on these four sites: ·      HowardGardner.com ·      TheRealWorldofCollege.com ·      MultipleIntelligencesOasis.org ·      TheGoodProject.org Music by license from SoundStripe: "Uptown Lovers Instrumental" by AFTERNOONZ "Miss Missy" by AFTERNOONZ "What's the Big Deal" by Ryan Saranich Photo credit Jay Gardner, 2025 Copyright © 2026 Keith Sawyer

    50 min
  3. Why You Forget What You Learn — And the Science of Making Learning Stick | Henry Roediger

    Jun 2

    Why You Forget What You Learn — And the Science of Making Learning Stick | Henry Roediger

    Why do we forget so much of what we try to learn? Why do techniques like rereading, highlighting, and cramming often fail? And what does cognitive science tell us about how learning really works? In this episode of The Science of Learning, Keith Sawyer talks with cognitive psychologist Henry Roediger, co-author of the million-selling book Make It Stick. Roediger explains one of the most important discoveries in the science of learning: we do not learn best by repeatedly putting information into memory — we learn best by actively retrieving it. The conversation explores: why rereading and highlighting create "illusions of learning" the science behind retrieval practice and spaced learning why testing can improve learning rather than simply measure it how mental models and conceptual understanding develop why stories and elaboration improve memory what teachers can do differently in classrooms how these principles apply beyond school, from medicine to the workplace Roediger also discusses classroom studies showing dramatic improvements in student learning, the origins of Make It Stick, and how the science of learning is now influencing fields ranging from medical education to Navy SEAL training. Henry Roediger is one of the world's leading researchers in cognitive psychology and human memory. He is Professor Emeritus at Washington University in St. Louis. The Science of Learning is produced hosted by Keith Sawyer, Morgan Distinguished Professor of Educational Innovations at the University of North Carolina at Chapel Hill. Copyright (c) 2026 Keith Sawyer

    45 min
  4. Why Understanding Requires the Body, Not Just the Mind | Mitch Nathan

    May 26

    Why Understanding Requires the Body, Not Just the Mind | Mitch Nathan

    We often think of learning as something that happens entirely in the mind. But according to learning scientist Mitchell Nathan, learning is fundamentally grounded in the body. In this episode of The Science of Learning, Dr. Keith Sawyer talks with Mitchell Nathan about embodied cognition—the idea that thinking and learning are deeply connected to physical experience. From simple everyday actions to advanced mathematical reasoning, our bodies play a central role in how we understand the world. Nathan explains why students can follow procedures without truly understanding them, and how meaningful learning depends on connecting abstract ideas to lived experience. He shares research on gestures, movement, and perception, showing how the body reveals—and even shapes—our thinking. The conversation also explores broader implications for education, including how we teach mathematics, how we assess learning, and how emerging technologies like AI may support—or undermine—deep understanding. Watch the full video on YouTube: https://youtu.be/tOoQVK0K1Rc Key topics Why learning is grounded in physical experience  The difference between procedural knowledge and conceptual understanding  How gestures reveal hidden thinking  Embodied approaches to teaching mathematics  The role of material interaction in innovation and discovery  What embodied cognition means for AI and digital learning  Key takeaway Learning is not just about performing tasks—it's about making meaning. And meaning emerges when we connect new ideas to our embodied experience in the world. Learn more  Watch the full video on YouTube: https://youtu.be/tOoQVK0K1Rc Subscribe to The Science of Learning for more conversations with leading researchers on how people learn. Music by license from SoundStripe: "Uptown Lovers Instrumental" by AFTERNOONZ "Miss Missy" by AFTERNOONZ "What's the Big Deal" by Ryan Saranich Produced and hosted by Keith Sawyer Copyright (c) 2026 Keith Sawyer

    53 min
  5. Most Learning Happens Outside of School | Barbara Rogoff

    May 19

    Most Learning Happens Outside of School | Barbara Rogoff

    What can schools learn from the ways people learn outside of school? In this episode of The Science of Learning, Keith Sawyer talks with developmental psychologist and learning scientist Barbara Rogoff about the sociocultural approach to learning and development—one of the most influential perspectives in the learning sciences. Rogoff's research emphasizes that learning is fundamentally social and cultural. Children learn not only through formal instruction, but through participation in families, communities, workplaces, and everyday activities. The conversation explores how learning happens through collaboration, observation, apprenticeship, and guided participation. The discussion explores: Why learning is fundamentally social How children learn through participation in communities Culture and human development Guided participation and apprenticeship What schools can learn from families and communities Why many forms of learning are invisible in traditional schooling Sociocultural approaches to education Barbara Rogoff is Distinguished Professor of Psychology at the University of California, Santa Cruz, and one of the foundational scholars in sociocultural theories of learning and development. YouTube video interview: https://youtu.be/NgTDfliTcVY Music by license from SoundStripe: "Uptown Lovers Instrumental" by AFTERNOONZ "Miss Missy" by AFTERNOONZ "What's the Big Deal" by Ryan Saranich Produced and hosted by Keith Sawyer Copyright © 2026 Keith Sawyer

    42 min
  6. Why Technology Hasn't Improved Learning | Chris Dede

    May 12

    Why Technology Hasn't Improved Learning | Chris Dede

    Why haven't computers transformed education the way people expected? In this episode of The Science of Learning, Keith Sawyer talks with Harvard professor and learning scientist Chris Dede about why technology has so often failed to improve schools—and what educational technology looks like when it is aligned with the science of learning. Chris argues that schools have largely used computers to reinforce an outdated model of education based on lectures, passive learning, memorization, and standardized testing. Instead, he advocates for active learning, inquiry, collaboration, simulations, project-based learning, and authentic assessment. The conversation explores: Why schools resist change Immersive simulations and game-like learning Inquiry-based science education The limits of standardized testing Lifelong learning and the "60-year curriculum" Generative AI in education How teachers can use AI without undermining learning Chris Dede is Professor in Learning Technologies at Harvard University and one of the leading scholars in educational technology and the learning sciences. www.chrisdede.com Music by license from SoundStripe: "Uptown Lovers Instrumental" by AFTERNOONZ "Miss Missy" by AFTERNOONZ "What's the Big Deal" by Ryan Saranich  Produced and hosted by Keith Sawyer. Copyright © 2026 Keith Sawyer

    44 min
  7. The Science of Learning - Trailer

    Trailer

    The Science of Learning - Trailer

    What does science reveal about how people actually learn? Learning is one of the most important things human beings do—but it's also widely misunderstood. Popular culture is filled with myths, trends, and folk wisdom about teaching and learning, much of it unsupported by research. In The Science of Learning, Dr. Keith Sawyer talks with leading researchers about memory, attention, creativity, collaboration, technology, teaching, and human development. The podcast explores what evidence-based research reveals about how people learn, and how learning environments can be designed more effectively. This show is for anyone who wants to learn—and anyone who wants to help others learn: teachers, students, parents, designers, developers, leaders, and lifelong learners. The Science of Learning is produced and hosted by Keith Sawyer, Morgan Distinguished Professor of Educational Innovations at the University of North Carolina at Chapel Hill and editor of The Cambridge Handbook of the Learning Sciences. You can also watch this show on YouTube. Subscribe for new episodes of The Science of Learning. For more information Keith Sawyer's web site: www.keithsawyer.com Copyright © 2026 Keith Sawyer

    1 min

Trailer

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About

The Science of Learning explores what research tells us about how people learn—and how we can learn better. In each episode, Dr. Keith Sawyer, the Morgan Distinguished Professor of Educational Innovations at the University of North Carolina at Chapel Hill, and the editor of The Cambridge Handbook of the Learning Sciences, talks with leading researchers about the science of learning. These conversations go beyond myths and trends to focus on evidence-based insights from cognitive science, neuroscience, and the learning sciences. The podcast examines how learning really works: from memory and attention to social interaction, embodiment, and the design of learning environments. Episodes connect rigorous research to practical implications for teaching, education, and everyday life. Guests include many of the most influential scholars in the field, offering a rare opportunity to hear directly from the people shaping how we understand learning.

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