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| Constructing a scientific groundwork for learning and teaching |
| Kurt W. Fischer |
| Harvard Graduate School of Education，Harvard University，Cambridge，MA 02138-3752，USA |
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Abstract Mind，brain，and education as well as educational neuroscience have as their primary goals connecting biology，cognitive science，developmental science，and education in order to ground education in systematic research. Work in educational neuroscience has been plagued by many myths and distortions based on popular misconceptions about brain and genetics. It is important to integrate research with practice by joining scientists with educators to promote the study of effective learning and teaching in schools and other educational settings. Together scientific research and practice can provide powerful tools to improve education. An essential component of education should be analyzing the biological bases of abilities so that educators and parents can effectively facilitate the learning and development of individual students. As a partner in this endeavor，cognitive science provides analyses of the mental models/metaphors that ground the making of meaning across human cultures. Learning science and human development provide tools to analyze learning pathways，including both shared patterns and learning differences. The primary need is to ground education in research by creating（a）research schools where science and practice join together to shape educational research，（b）shared data bases about development and learning，and（c）a new profession made up of educational engineers or translators who connect research，practice，and policy.
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2013, Vol. 1 
