An investigation of causal relations between complex classroom practices and science learning using high capacity new research technologies and multiple theory-testing

This ARC project applied multiple theoretical lenses to interpret the nature of student learning in secondary school science classrooms. These lenses included student agency, situated cognition, variation theory, structural functional linguistics, and socio-semiotics.

Team members:

• David Clarke (CI),
• Russell Tytler (PI),
• Christina Hart,
• Lihua Xu (PhD),
• Jenny Arnold,
• Seah Lay Hoon

Funding: ARC Discovery-Project grant for 2008-2011