Connecting brain, cognition, and chemistry learning: a systematic literature review of neuroscience in chemistry education

Abstract

Chemistry education research and educational neuroscience have largely developed as distinct fields, despite the potential of neuroscience and cognitive science to explain cognitive mechanisms underlying chemistry learning. This systematic literature review synthesizes evidence connecting neuroscience, cognitive processes, and chemistry education to develop an integrated framework linking brain science with pedagogical practice. A systematic search of Scopus was conducted using predefined search strings combining neuroscience, cognitive science, and chemistry education terminology. Twenty-five peer-reviewed studies published between 2022 and 2026 met the inclusion criteria. Study selection followed PRISMA 2020 guidelines, while quality assessment, data extraction, and thematic synthesis were conducted to organize the evidence. RQ1 examined connections between neuroscience and cognitive processes in chemistry learning, highlighting working memory, selective attention, cognitive load, mental representation, and executive function as key mechanisms underlying the processing of complex chemical information. RQ2 examined how neuroscience-informed principles are translated into chemistry education practices, identifying inquiry-based learning, multiple representations, structured multimedia, active learning, and cognitive-load-informed scaffolding as prominent approaches associated with conceptual understanding, achievement, critical thinking, and engagement. Overall, the review establishes a conceptual pathway from neuroscience,  cognitive mechanisms, chemistry learning processes, instructional practices,  learning outcomes. Future research should employ direct neurocognitive measures, longitudinal designs, and controlled investigations of neuroscience-informed interventions.