Google gives this definition of neuroscience:
“any or all of the sciences, such as neurochemistry and experimental psychology, which deal with the structure or function of the nervous system and brain.”
The key distinction from psychology is the emphasis on the structure of function of the nervous system and brain.
Cognitive load theory proposes a simplified model of the mind that consists of long-term memory and working memory. It does not make claims about where these components are located in the physical brain or even whether they have a specific location.
It may be interesting to know whether working memory sits at the front or back of your brain, but there seems little this could tell us about the design of instructional procedures – the key focus of cognitive load theory. Some researchers are trying to measure aspects of brain function as part of cognitive load theory research, but this is a secondary concern at present,
Right now, the chances are that if you come across diagrams of brains or images of brain scans in the context of an educational theory or approach, they are being used to lend credibility to something dubious.
Cognitive load theory also does not model the mind as a computer. It models it as a natural information processing system. The analogy researchers use is not the laptop on your desk but the process of evolution.
Computers run a program executed by a central processing unit. Evolution does not. In fact, a distinguishing feature of the model of working memory proposed in cognitive load theory is the lack of any central executive, with these functions being taken by schemas in long-term memory.