An Investigation into Digital Technology Assisted Science Learning of Secondary School Age Learners Outside of Formal Teaching Contexts
Is an ongoing graduate project in the Faculty of Education at the University of Cambridge.
This ongoing study explores digital technology assisted science learning of secondary school age learners outside of formal teaching contexts, in the United Kingdom. This is an empirical-based case study guided by frameworks from domains including sociocultural theory, metacognition, tools and mediation, science learning motivation and effective e-learning. The study focuses on what students are actually doing with digital technology to learn science outside of formal classes, and why they choose to do so. Drawing on this study, a critical position on the use of digital technology in out-of-class science learning will be developed.
Investigator: Cyndi Li
Cyndi Li, Homerton College, Cambridge
After graduating from Institute of Education, University College London with a First Class Degree, Cyndi started reading for the MPhil in Educational Research at the University of Cambridge, before registering as doctoral student. Cyndi’s main research interests relate to digital technology assisted learning and micro-expression analysis in educational research. She is especially interested in exploring learning in out-of-class contexts. Particular research themes have included digital technology assisted science and mathematics learning, science learning with magic tricks, and smart-phone assisted English learning.
Contact Cyndi: xl390@cam.ac.uk
