Merging STEM Education with Brain Science: Breaking the Silo mentality

Learning has been long studied through different disciplines, such as neuroscience, cognitive psychology, brain science, and education; all these fields, however, often operate in silos, using different research methods and following different professional practices. Therefore, learning is not frequently reviewed through a holistic lens, and findings can remain available within narrower academic communities instead of being shared broadly. Although the Engineering Education (ENE) field is cross disciplinary by nature, so far it appears that its scholars approach the learning aspect mainly by adopting the culture, practices and methods developed by the education community; however, ENE rarely appears to get informed by developments in other learning-related fields [1]. Many authors have argued that it is the "siloed nature of many engineering schools and universities that inhibits collaboration and cross-disciplinary learning" [2]. The pilot study discussed in this paper suggests new research approaches on learning, while at the same time bridging the gap between the disciplines of education, brain science, and beyond.