This book offers an introduction to how the brain learns, both physiologically and cognitively. Knowledge from neuroscience and cognitive psychology is tied in with the theoretical foundation of education today, namely constructivism, to expand on this theory. Arguments are put forth that knowledge of the brain strongly supports the basic tenet of constructivism, namely that each individual constructs his or her own knowledge. Details of the construction process are discussed, including the challenges of dealing with our severely limited capacity to consciously process information and the importance of the quality of how, not just that, knowledge is permanently stored. Armed with theory, the direct instruction vs. discovery learning debate is used as an example to illustrate the value of combining knowledge from such disparate fields to gain deeper insight. In short, it is argued that the chasm between the two camps is not as wide as it may appear.
 
The book also contains a brief discussion of knowledge itself: the what, as opposed to the how, of learning. This sets the scene for a concluding critical reflection on the field of Physics Education Research, as a specific example of one area of Education Research, in light of the issues discussed.¿