Autorentext
Dr Azra Moeed is an Associate Professor in Science Teacher Education at Victoria University of Wellington. Her research interests include learning through science investigation, science education, science teacher education, and environmental education. She has an interest in classroom research and has published in international journals and presented at conferences. Azra is contributing to international and national projects and has received the National Tertiary Excellence in Teaching award for 2016.
Dr Craig Rofe is a Senior Lecturer at the School of Education, Te Kura Mori, at Victoria University of Wellington, New Zealand. He has most recently worked as a Senior Teacher in Mori Achievement with the Correspondence School. He has held positions at Onslow College, Auckland and Massey Universities and has spent a number of years working in the USA in a senior science position. His current research includes a teaching and learning research initiative project with science program implementation with wharekura, and Ttaiako cultural competency for primary training establishments.

Klappentext

This book presents the findings of a case study conducted in a Maori medium school where a space was created for Putaiao (Western science) teaching and learning from year 1 to 13. Science is currently taught in Te Reo Maori in primary school and in English in secondary school, and evidence suggests that students are engaging in science education, learning to investigate, and achieving in science.

In New Zealand, most students attend English medium state schools; however, approximately 15% of indegenous students attend Maori medium schools. These schools are underpinned with Kura Kaupapa Maori philosophy, which is culturally specific to Maori and aims to revitalise the Maori language, and Maori knowledge and culture. Maori students' engagement and achievement continues to be a challenge for both mainstream and Maori medium schools, teachers and students due to lack of access to science teachers who can teach in Te Reo Maori. School leaders and whanau (families) believed that by year 9 (age 13) their students had developed their identity as Maori, and were proficient in Te Reo Maori. They wanted their students to have the option to learn science, experience success and have the choice to conitnue in science, so they made the difficult decision for science to be taught in English in secondary school.

The book discusses how teachers in indigenous schools, who have extensive knowledge of culture and context specific pedagogies, can gain confidence to teach science through collaboration with and support from researchers with whom they have developed strong professional relationships.

Zusammenfassung

This book presents the findings of a case study conducted in a Mori medium school where a space was created for Ptaiao (Western science) teaching and learning from year 1 to 13. Science is currently taught in Te Reo Mori in primary school and in English in secondary school, and evidence suggests that students are engaging in science education, learning to investigate, and achieving in science.

In New Zealand, most students attend English medium state schools; however, approximately 15% of indegenous students attend Mori medium schools. These schools are underpinned with Kura Kaupapa Mori philosophy, which is culturally specific to Mori and aims to revitalise the Mori language, and Mori knowledge and culture. Mori students' engagement and achievement continues to be a challenge for both mainstream and Mori medium schools, teachers and students due to lack of access to science teachers who can teach in Te Reo Mori. School leaders and whanau (families) believed that by year 9 (age 13) their students had developed their identity as Mori, and were proficient in Te Reo Mori. They wanted their students to have the option to learn science, experience success and have the choice to conitnue in science, so they made the difficult decision for science to be taught in English in secondary school.

The book discusses how teachers in indigenous schools, who have extensive knowledge of culture and context specific pedagogies, can gain confidence to teach science through collaboration with and support from researchers with whom they have developed strong professional relationships.

Inhalt
1 Learning through school science investigation.- 2 Research design and methodology.- 3 Teachers and students learning through science investigation (Pre-phase).- 4 Teaching and learning science investigation (Phase 1).- 5 Enhancing student learning through science investigation (Phase 2).- 6 Student learning through science investigation.- 7 Whakakapi (Bringing together) discussion.