Reports on teaching and learning science in an indigenous school and its challenges Enables readers to gain insights into how non-specialist teachers learnt science and taught it to their students Examines student learning, engagement and experiences of learning through science investigation Presents an innovative research design and a model for similar indigenous schools

Autorentext

Dr Azra Moeed MNZM is an adjunct professor in the Faculty of Education at Victoria University of Wellington, New Zealand where she was lecturing in Science Teacher Education until recently. Her research interests include science education, science teacher education, and environmental education. She has a particular interest in classroom research, has published in international journals and has authored several books about teaching and learning of science investigations in schools. Azra is an active contributor to international and national research projects and has received the National Tertiary Excellence in Teaching award for 2016. She was appointed a Member of the New Zealand Order of Merit for her service to science education and community in 2020. Professor Stephen Dobson is Dean of Education and the Arts at CQUniversity in Australia. He is also Professor II in the Centre of Lifelong at Inland Norway University of Applied Sciences. A common theme in his work issocial and cultural inclusion. His most recent book takes up this theme: Learning Inclusion in a Digital Age. Finding a Voice and Belonging with the Disadvantaged. He has also published on learning cities, assessing the viva in higher education and transforming assessment in education through language games. Sankari Saha is a trained teacher in New Zealand and has been teaching for over 15 years in early childhood education centres. Sankari graduated in India and trained as a secondary school teacher, teaching there for several years before coming to New Zealand. She retrained as an ECE teacher and has developed her expertise in teaching science to children who are younger than five years of age. She is a passionate teacher who has an infectious enthusiasm for science teaching and learning.

Klappentext

This book presents the findings of a case study conducted in a M ori medium school where a space was created for P taiao (Western science) teaching and learning from year 1 to 13. Science is currently taught in Te Reo M ori 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 M ori medium schools. These schools are underpinned with Kura Kaupapa M ori philosophy, which is culturally specific to M ori and aims to revitalise the M ori language, and M ori knowledge and culture. M ori students engagement and achievement continues to be a challenge for both mainstream and M ori medium schools, teachers and students due to lack of access to science teachers who can teach in Te Reo M ori. School leaders and whanau (families) believed that by year 9 (age 13) their students had developed their identity as M ori, and were proficient in Te Reo M ori. 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.