# data[].attributes.body
Activity Theory

# data[].attributes.body
Peer review
Evidence

# data[].attributes.body
How learning happens in these different perspectives--learning policy

# data[].attributes.body
Different roles of students (e.g., those who answer teacher questions; those who ask questions). Teachers' disciplinary role; Curriculum coordinator; associate teacher; departmental head;

# data[].attributes.body
local (micro-scale) or global (macro-scale)
School admins
Science teachers
Parents

# data[].attributes.body
Standardized testing requirements; school climate; classroom culture; syllabus

# data[].attributes.body
Learning activity (e.g, experiments, small group discussion, embodiment)
Physical environment (e.g., lab space)
Technological tool
Science terminology
Scientific method

# data[].attributes.body
Achieve standard (e.g., Common Core)
Engagement in science (e.g., sensemaking)
Deeper conceptual understanding

# data[].attributes.body
Classroom Science Teachers and Students

# data[].attributes.body
Changes in activity make conflict in other activities

# data[].attributes.body
Conflict after adopting method to achieve object

# data[].attributes.body
Adding new elements to activity generates conflict

# data[].attributes.body
Multiple conflicting goals

# data[].attributes.body
by subject
graduate assistance

# data[].attributes.body
Professional scientists
Funding sources

# data[].attributes.body
Create knowledge
Build connections
Application of knowledge

# data[].attributes.body
--Repeating scientific study Is the stated rule.  Unstated rule that repeating is low stakes, and not worth the investment .
-- Looking for positive results (no results aren't results)
-- Status needs to be respected , and their are rules of indicating and repeating to progress.
-- Progression of involvement (undergrad->grad student -> postdoc -> PI)
-- "grantable" research

# data[].attributes.body
Individual
Professional Scientists