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

科学的战略重要性和高质量科学教学的必要性正在国家和州一级得到强调。政府资助了各种科学教育倡议，以解决这一优先事项。政策制定者和课程开发者正确地要求教育创新的倡导得到经验证据的支持，到目前为止，这一直受到现有研究方法的限制。这项研究利用了教育理论，研究设计和现有技术的复杂性的最新进展，以产生更令人信服的证据，具体的课堂实践的有效性，提高学生的知识和科学的理解。

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.