Learning Through School Science Investigation in an Indigenous School, 1st ed. 2019
Research into Practice
SpringerBriefs in Education Series

Authors:

Language: English

Approximative price 52.74 €

In Print (Delivery period: 15 days).

Add to cartAdd to cart
Publication date:
Support: Print on demand

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.

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.
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 Māori, at Victoria University of Wellington, New Zealand. He has most recently worked as a Senior Teacher in Māori 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 Tātaiako cultural competency for primary training establishments.

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