Examining the use of drama to develop epistemological understanding about the nature of science: a collective case from experience in New Zealand and England

2019 ◽  
Vol 9 (2) ◽  
pp. 171-194
Author(s):  
D. McGregor ◽  
D. Baskerville ◽  
D. Anderson ◽  
A. Duggan
Keyword(s):  
New Zealand ◽  
Nature Of Science ◽  
Epistemological Understanding

scholarly journals Exploring New Zealand year 11 students' understanding of Nature of Science concepts

2021 ◽  
Author(s):  
◽  
Blair Daniel Northcott
Keyword(s):  
Science Education ◽  
New Zealand ◽  
Prior Knowledge ◽  
Nature Of Science ◽  
Teaching Practices ◽  
School Students ◽  
Mixed Methods Approach ◽  
Knowledge And Beliefs ◽  
Core Part ◽  
Naive Realist

<p>Nature of Science (NOS) is a core part of science education. Extensive effort has gone into establishing educationally appropriate NOS tenets, teaching practices and assessments tools. However, while previous research has identified the importance of prior knowledge in science education, there is limited research that investigates students’ prior knowledge and beliefs about NOS. This information is critical in identifying what teachers need to target in order develop informed NOS beliefs amongst students. In this study the NOS beliefs of year 11 secondary school students in New Zealand were explored using a mixed methods approach. Factor analysis of the students’ (N=502) NOS questionnaire responses revealed that students’ conceptions of NOS differed from the constructs identified in the NOS literature. Coding of the purposively selected sample of student interviews (n=22) revealed a naïve realist model of science was common. This model along with the alternative constructs provided insights into students’ NOS conceptions. The findings were used to develop a model that could help teachers’ better identify explicit and implicit teaching practices to help students develop more appropriate NOS models.</p>

What makes it science? Primary teacher practices that support learning about science

2014 ◽  
pp. 9-17
Author(s):  
Dayle Anderson
Keyword(s):  
New Zealand ◽  
Nature Of Science ◽  
Primary Schools ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Multiple Case ◽  
Understanding Of Science

The New Zealand Curriculum [NZC] identifies an understanding of science that supports informed citizenship as a major goal for the Science learning area. The Nature of Science strand, which explores how science itself works, is the overarching and compulsory strand in Science for Years 1–10. New Zealand primary schools vary in their choice of approach to science, but many employ generic inquiry approaches, most commonly aligned to information literacy processes, to address a range of learning areas, including Science. Experiences at primary level are formative for students in terms of their appreciation of science as a discipline. Key reports suggest that many New Zealand primary students’ experience of science is largely information based. This article draws on sociocultural learning theory and a multiple case study of science teaching in New Zealand upper-primary classrooms to propose that primary science educational experiences that reflect the discipline of science provide a range of opportunities for students to understand how science works, as is expected by NZC. Literature and findings from the study are used to suggest ways that primary teachers can support learning about the nature of science as part of their science programme.

scholarly journals Teaching to investigate in Year 11 science, constrained by assessment

2010 ◽  
Author(s):  
Azra Moeed
Keyword(s):  
New Zealand ◽  
Nature Of Science ◽  
Science Learning ◽  
Educational Assessment ◽  
School Science ◽  
Classroom Observations ◽  
Policy Changes ◽  
Procedural Understanding ◽  
Internal Assessment ◽  
Science Investigation

School science learning aims to engage students into understanding science concepts, developing procedural understanding, and an understanding of the nature of science. In recent times, teachers of senior science in New Zealand have had to adapt to two significant systemic policy changes that have impacted on their practice. The first was a new curriculum that required the teaching of science investigation and the second, internal assessment of science investigation for National Certificate of Educational Assessment (NCEA). This paper presents findings of research that investigated the case of science investigation from the teachers’ perspective. The data were collected through questionnaire, interviews and classroom observations. The findings suggest that teachers changed their practice of teaching science investigation in response to the change in assessment of policy. The consequence of this change led to students being trained to mostly learning a fair testing type of investigation to gain NCEA credits and grades.

scholarly journals Exploring New Zealand year 11 students' understanding of Nature of Science concepts

2021 ◽  
Author(s):  
◽  
Blair Daniel Northcott
Keyword(s):  
Science Education ◽  
New Zealand ◽  
Prior Knowledge ◽  
Nature Of Science ◽  
Teaching Practices ◽  
School Students ◽  
Mixed Methods Approach ◽  
Knowledge And Beliefs ◽  
Core Part ◽  
Naive Realist

<p>Nature of Science (NOS) is a core part of science education. Extensive effort has gone into establishing educationally appropriate NOS tenets, teaching practices and assessments tools. However, while previous research has identified the importance of prior knowledge in science education, there is limited research that investigates students’ prior knowledge and beliefs about NOS. This information is critical in identifying what teachers need to target in order develop informed NOS beliefs amongst students. In this study the NOS beliefs of year 11 secondary school students in New Zealand were explored using a mixed methods approach. Factor analysis of the students’ (N=502) NOS questionnaire responses revealed that students’ conceptions of NOS differed from the constructs identified in the NOS literature. Coding of the purposively selected sample of student interviews (n=22) revealed a naïve realist model of science was common. This model along with the alternative constructs provided insights into students’ NOS conceptions. The findings were used to develop a model that could help teachers’ better identify explicit and implicit teaching practices to help students develop more appropriate NOS models.</p>

Magellanic Cloud Eclipsing Binaries: Primary Distance Indicators

1999 ◽  
Vol 190 ◽  
pp. 563-566
Author(s):  
J. D. Pritchard ◽  
W. Tobin ◽  
J. V. Clausen ◽  
E. F. Guinan ◽  
E. L. Fitzpatrick ◽  
...  
Keyword(s):  
New Zealand ◽  
Magellanic Cloud ◽  
Eclipsing Binaries ◽  
Fundamental Parameters ◽  
Distance Indicators

Our collaboration involves groups in Denmark, the U.S.A. Spain and of course New Zealand. Combining ground-based and satellite (IUEandHST) observations we aim to determine accurate and precise stellar fundamental parameters for the components of Magellanic Cloud Eclipsing Binaries as well as the distances to these systems and hence the parent galaxies themselves. This poster presents our latest progress.

Heat-Etching with a Bullivant Type II Simple Freeze-Cleave Device

1970 ◽  
Vol 28 ◽  
pp. 106-107 ◽  
Author(s):  
Ronald S. Weinstein ◽  
N. Scott McNutt
Keyword(s):  
New Zealand ◽  
General Hospital ◽  
Massachusetts General Hospital ◽  
Type I ◽  
Type Ii ◽  
Collaborative Effort ◽  
Temperature And Pressure ◽  
The University

The Type I simple cold block device was described by Bullivant and Ames in 1966 and represented the product of the first successful effort to simplify the equipment required to do sophisticated freeze-cleave techniques. Bullivant, Weinstein and Someda described the Type II device which is a modification of the Type I device and was developed as a collaborative effort at the Massachusetts General Hospital and the University of Auckland, New Zealand. The modifications reduced specimen contamination and provided controlled specimen warming for heat-etching of fracture faces. We have now tested the Mass. General Hospital version of the Type II device (called the “Type II-MGH device”) on a wide variety of biological specimens and have established temperature and pressure curves for routine heat-etching with the device.

A Cytochemical Study of Glucose-6-Phosphatase (G-6-PASE) in Cells Participating in Atherogenesis of Rabbit Aorta

1975 ◽  
Vol 33 ◽  
pp. 460-461
Author(s):  
Sidney D. Kobernick ◽  
Edna A. Elfont ◽  
Neddra L. Brooks
Keyword(s):  
Lipid Metabolism ◽  
New Zealand ◽  
Aortic Wall ◽  
Rabbit Aorta ◽  
Plaque Formation ◽  
Metabolic Changes ◽  
Atherosclerotic Plaques ◽  
Cytochemical Study ◽  
Cellular Alteration ◽  
New Zealand White Rabbits

This cytochemical study was designed to investigate early metabolic changes in the aortic wall that might lead to or accompany development of atherosclerotic plaques in rabbits. The hypothesis that the primary cellular alteration leading to plaque formation might be due to changes in either carbohydrate or lipid metabolism led to histochemical studies that showed elevation of G-6-Pase in atherosclerotic plaques of rabbit aorta. This observation initiated the present investigation to determine how early in plaque formation and in which cells this change could be observed.Male New Zealand white rabbits of approximately 2000 kg consumed normal diets or diets containing 0.25 or 1.0 gm of cholesterol per day for 10, 50 and 90 days. Aortas were injected jin situ with glutaraldehyde fixative and dissected out. The plaques were identified, isolated, minced and fixed for not more than 10 minutes. Incubation and postfixation proceeded as described by Leskes and co-workers.

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