The purpose of working with this particular field is to substantiate the constructivist approach to educational science subscribed to by, for example, CUL, to confirm and refute new and old conceptions and to identify further areas for investigation. This will provide the 'educational developers' with much firmer ground under their feet, while also providing a stronger foundation for discussing educational choices and initiatives.
Whichever way you look at it, learning is a biological process. Learning is, of course, impacted by the social and cultural contexts in which we find ourselves, but these impacts and the resulting changes are evident in our brain processes. It is thus crucial to examine
The field has not yet come so far that it is possible to say anything conclusive about subject-specific didactics, and as a whole it remains dominated by neuroscience, i.e. neuroscience delivers results, and the other two disciplines interpret and translate the results into practice within their respective fields. Subject-specific didactics and a more active approach to neuroscience are therefore topics which must be pursued and cultivated in the longer term.