Professional Readings
Building a science curriculum with an effective nature of science component By Rosemary Hipkins
The development of the NZC over time and the attempt to integrate the Nature of Science (NOS) by weaving science strands and the NOS. It discusses the difficulties teachers face in implementing new knowledge unless adequate resourcing and support is available. It introduces the idea of a 'backwards planning' approach allowing teachers to create experiences based on what outcomes we want our students to achieve - rather than teaching to the test.
Capabilities for living and lifelong learning: what’s science got to do with it? By Ally Bull
Speaks about the purpose of science in the NZC and the need for scientific literacy in order for our students to understand that science plays a significant role in our society. Ally Bull broaches the difficulties of assessing science as the capabilities are across all learning levels but at differing degrees of depth.
A Nation of Curious Minds (Read the Executive summary)
This summary broaches the complex decisions that are facing our society in this day and age (and the future) which require us to weigh scientific evidence and our values. There is a need for a STEM orientated workforce to be developed now in preparation for our future.
Ministry of Business, Innovation & Employment - National Science Challenges
The 11 National Science Challenges focus science investment on issues that matter to all New Zealanders. The National Science Challenges are cross-disciplinary, mission-led programmes designed to tackle New Zealand’s biggest science-based challenges. They require collaboration between researchers from universities and other academic institutions, Crown Research Institutes, businesses and non-government organisations to achieve their objectives.
Youth Suicide in New Zealand: a Discussion Paper
Although not directly related to science, I felt it was important to read this. It is an issue that schools are having to cope with more and more. This discussion paper gave some great insight into the psychology in child development and the issues that children are having to face on a daily basis that did not seem to be issues 30 years ago. An important read.
Decolonising Māori narratives: Pūrākau as a method - By Jenny Lee
This was shared with us in preparation for our Noho Marae stay in Wellington. We have been asked to source local Maori 'narratives'. This paper discusses what a Maori narrative is and how they have been manipulated over time through colonialism, christianity, and research; and how important it is for our research practices to meet the needs to the communities.
Mātauranga Māori—the ūkaipō of knowledge in New Zealand
I found this article particularly useful in the understanding of Maori narratives, Purakau and their relationship to science. I particularly liked the table that shows the links between Purakau and western science.
A Discourse Primer for Science Teachers
A really interesting read on classroom questioning that I mulled over a lot. What do I do currently? What don't I do, and why not? Sometimes I wonder if it's because I'm scared that the students will go further than my own content knowledge, or time constraints. This reading talks about the necessity of conversation in the classroom, encouraging students to explain their ideas (rather than question/answer) and challenge others ideas.
The Principles and big ideas of science education - edited by Wynne Harlen
A must read for any teacher pursuing growth in science education. Wynne Harlen and her colleagues outline ten principles of effective science education and pin down fourteen big ideas that are the umbrella that all science knowledge are founded on. I found the principles of science education to be of the most interest. It outlays why it is so important to teach science behaviours and capabilities in context, because without context out students have nothing to grip their learning on to. What use does that learning have to them if they cannot see it's relevance to their current and future lives. The idea of an inquiry-based approach was discussed and they brought up a good point "It is optimistic to assume that change in pedagogy can be brought about without changing content or the curriculum" (Pg3), I agree that science is a natural subject to encourage an inquiry model as we are all naturally curious - especially in the younger years - however, how can we develop change if we are working under an older curriculum? With one, must come the other. Lastly, they discuss the need for science education to be approached in a stepping stone model. The big ideas in science stay the same throughout a child's education, however as they pass through the system each idea is built on so that they are able to use prior knowledge to to link new experiences to.