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

Personnel: David Clarke, Christina Hart, Jenny Arnold, Lay Hoon Seah, Russell Tytler and Li Hua Xu


This project uses new video technology and sophisticated analytic software to make fine-grained studies of science classrooms in a way that can test and show particular causal relations between specific classroom activities and the learning of science. The project tests three major theoretical perspectives on classroom activities and builds robust evidence on effective forms of pedagogy. The project will provide new forms of evidence relating learning to classroom arrangements and pedagogical activities; will build an archive of examples that can be widely used in both the research and the professional community; and will refine existing theoretical frameworks on pedagogy and learning science.

The strategic importance of science and the need for high-quality science teaching is being highlighted at national and state levels. A variety of science education initiatives have been funded by government to address this priority. Policy makers and curriculum developers rightly demand that the advocacy of educational innovations be supported by empirical evidence, which, to now, has been limited by available research methods. This study exploits recent advances in the sophistication of educational theories, research designs and available technology to generate much more compelling evidence of the effectiveness of specific classroom practices for improving student knowledge and understanding of science.