Teaching and learning in technology-supported extended inquiry (PhD project) (completed)

Studying the bodily and contextual foundations of coherence and continuity in science education

About the project 

Current science education standards emphasize the design and implementation of technology-rich instructional approaches where teachers and students engage in extended inquiry activities that may span across several activities and contexts. This poses both advantages and challenges to the way scientific subject matter can be shared and integrated across the different activities.

In this PhD project, I investigate how teachers and students achieve coherence and continuity during extended inquiries in a technology-rich science curriculum. Drawing from data collected as part of the MIRACLE project, and building upon a sociocultural and pragmatic approach to learning and cognition, I conduct a series of ethnographic and micro-ethnographic studies that focus on how formal connections between the participants’ experiences with the different digital and analogical materials on the one hand, and the underlying scientific subject matter on the other, emerge during teacher-student and student-student interactions across the curriculum. The analyses show that such formal connections emerge first as bodily and practical achievements that, only then, become accountable phenomena that can be referred to by all the participants during further interaction. Learning science across contexts and activities then is achieved as a history of referential performance is enacted and reified by the participants as they draw on the material affordances of each particular setting/technology. I my dissertation, I attempt to discuss these findings with regard to curricular design aspects and to current theories of situated cognition.


  • Roth, W.-M. & Jornet, A (2014). Toward a theory of experience. Science Education, 98, 106–126.
  • Roth, W.-M. & Jornet, A. (2013). Situated Cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 4, 463–478.
  • Jornet, A. & Jahreie, C. F. (2013). Designing for hybrid learning environments in a science museum: Inter-professional conceptualisations of space, In M. Childs & A. Peachey (Eds.), Understanding learning in virtual worlds, pp. 41–64. London: Springer. ISBN 978-1-4471-5369-6. 
  • Jornet-Gil, A. (2011). Meaning making trajectories across contexts. Learning science through mixed reality representations in the school and the museum. 2nd Internation ISCAR Summer University for PhD Students. Theoretical Problems of Cultural-Historical Psychology in the Context of Emerging Social Practice. Moscow (Russia), 25 august - 02 september 2011.
  • Jornet, A. & Jahreie, C.F. (2011). Designing for immersive learning environments across schools and science museums: Multi-professional conceptualisations of space. The Relive 2011 Conference: Researching Learning in Immersive Virtual Environments. Milton Keynes (England), 21-22 sept 2011.


  • Best Paper Award at the ReLIVE11 conference, on behalf of Springer London Ltd. for the paper:
    Jornet, A. & Jahreie, C. F. (2011): Designing for immersive learning experiences across school and museum. The ReLive 2011 conference, Milton Keynes, England. Sept. 21–22, 2011


This project is financed by the Research Council of Norway through the VERDIKT program, aimed at stimulating research on development of information and communication technology's applications.


Tags: meaning making trajectories, contexts of learning, mixed reality
Published Oct. 7, 2013 3:11 PM - Last modified Aug. 7, 2018 3:00 PM