The purpose of this paper is to describe two cycles of learning study (LS) involving eight elementary teachers in British Columbia, Canada. The study explored the teachers’ experiences of learning to plan and teach lessons as informed by recent brain research.,The case study was constructed using data sources including teacher semi-structured interviews (pre-study, post-study and delayed post-study), classroom materials (including student assignments), LS training materials, fieldnotes and recordings of meetings and research lessons; sources were triangulated. Thematic analysis was applied. Contemporary neuroscience perspectives framed the LS discourse and analysis.,The teachers developed theoretical coherence and could better articulate reasons for their pedagogy. They developed understandings of the cognitive architecture underlying functions like learning and memory, allowing them to identify pedagogical actions that are consistent with human biology and understand why these actions are effective in promoting learning.,LS is shown to be an effective professional development (PD) model where theoretical knowledge, like neuroscience, could be employed and tested in classroom settings to provide depth to support teachers’ praxis. This teaching–research nexus supports exploration of fruitful connections between theoretical knowledge and education to advance the science of learning and the science of instruction.,Findings demonstrated how LS could be employed with alternative theoretical perspectives to promote teacher PD, thus extending beyond the dominant use of variation theory. Also, illustrated is the potential use of LS to bridge the knowledge gap between neuroscience and education.

中文翻译：

---

发展教学中的理论连贯性：以神经科学为框架的学习研究案例

本文的目的是描述加拿大不列颠哥伦比亚省八名小学教师参与的两个学习研究 (LS) 周期。该研究根据最近的大脑研究探索了教师学习计划和教授课程的经验。案例研究是使用包括教师半结构化访谈（预研究、研究后和延迟研究后）在内的数据源构建的、课堂材料（包括学生作业）、LS 培训材料、会议和研究课程的实地记录和录音；来源被三角化。应用了专题分析。当代神经科学观点构建了 LS 话语和分析。教师发展了理论连贯性，可以更好地阐明他们教学法的原因。他们深入了解了学习和记忆等功能的认知架构，使他们能够识别与人类生物学一致的教学行为，并理解为什么这些行为能有效促进学习。, LS 被证明是一种有效的专业发展 (PD)可以在课堂环境中使用和测试理论知识（如神经科学）的模型，以提供深度来支持教师的实践。这种教学-研究关系支持探索理论知识和教育之间富有成效的联系，以推进学习科学和教学科学。研究结果表明，LS 可以与替代理论观点一起使用，以促进教师 PD，从而超越主要用途变分理论。还，