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

Azra Moeed is an Associate Professor in Science Teacher Education at Victoria University of Wellington. Her research interests include science education, particularly what students learn through science investigation, science teacher education, and environmental education. With an interest in classroom research, Azra has received the National Tertiary Excellence in Teaching award for 2016, and was conferred the honour of being a Member of the New Zealand Order of Merit in 2020. Brendan Cooney is Assistant Head of Science and teacher-in-charge of Chemistry at Porirua College. He was the project leader of the teacher-led Innovation research project funded by the New Zealand Ministry of Education, the findings of which are presented in this book.

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.