scholarly journals Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

2021 ◽  
Author(s):  
◽  
Hiria Stacey McRae
Keyword(s):  
Science Education ◽  
Student Engagement ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Local Environment ◽  
Indigenous Communities ◽  
School Science ◽  
Secondary Science ◽  
Tribal Community

<p>This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved.</p>

scholarly journals Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

2021 ◽  
Author(s):  
◽  
Hiria Stacey McRae
Keyword(s):  
Science Education ◽  
Student Engagement ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Local Environment ◽  
Indigenous Communities ◽  
School Science ◽  
Secondary Science ◽  
Tribal Community

<p>This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved.</p>

A Glance Portrayal of Science Education in Indonesia

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Science Education ◽  
General Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Asia Pacific ◽  
Professional Organizations ◽  
Curriculum Innovation ◽  
Global Science ◽  
Historical Developments

The goal of this work is to describe pre- and in-service science teacher education and science education research in Indonesia in an effort to better inform the global science education community about historical developments and present challenges. We begin by providing an historical overview of the general education system to provide readers with context needed to understand current reform initiatives. Next we describe the current-day process for preparing and certifying science teachers and we describe some of the challenges facing teachers, students, and researchers in Indonesia’s science education context today. We follow this discussion with an introduction to some existing professional organizations for teachers and researchers in Indonesia that are working to develop important channels for disseminating current research on teacher practice, curriculum innovation, and student learning that have the potential to positively influence on teaching and learning in the future. We conclude by highlighting some areas that would benefit from additional research and by inviting more international collaborative research initiatives with colleagues in the Asia-Pacific region and beyond.

scholarly journals Conceptions of science teachers about the use of ICT in teaching practice

2019 ◽  
pp. 58-71
Author(s):  
Maria Inês Ribas Rodrigues ◽  
Ludmylla Ribeiro Dos Santos
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
School Environment ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Developed Countries ◽  
School Science ◽  
Information And Communication

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers (one from each school). Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT (Information and Communication Technologies) in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil.   Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies.

Science and Special Education

1994 ◽  
Vol 15 (2) ◽  
pp. 128-133
Author(s):  
Rodney L. Doran ◽  
J. Richard Sentman
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
School Science ◽  
The Other ◽  
Special Focus ◽  
Special Issue ◽  
Science Teaching And Learning ◽  
Science Educators

This paper is organized into two major parts: a review of current activities in science education, and a review of the articles within this special issue. Project 2061 (aaas) and the scope, sequence, and coordination project (nsta) are ongoing efforts to develop new approaches for school science programs. Other reports and journals in the science education field are described briefly. “Constructivism” and “alternative assessment” are two of the ideas science educators are currently exploring as ways to improve science teaching and learning. The last section includes brief reviews of each of the other papers in this issue with special focus on the science education dimension. There is much we can learn from each other.

scholarly journals CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE

2016 ◽  
Vol 4 (3) ◽  
pp. 295
Author(s):  
Gladwin Bhebhe ◽  
Matiya Mugurani
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Science Teachers ◽  
Teaching And Learning ◽  
School Science ◽  
Direct Impact ◽  
Negative Attitudes ◽  
Secondary School Science ◽  
Attitudes Towards Science ◽  
Home Background

The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schools did not have conventional laboratories and equipment that would facilitate the teaching and learning of science. This study sought to find out the challenges faced by rural day secondary school science teachers in Gweru district of Zimbabwe and propose a way forward. Questionnaires, interviews and observations were used to collect data pertaining to the challenges that were faced by the teachers.

scholarly journals Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education

2010 ◽  
Vol 2 (2) ◽  
pp. 123-157
Author(s):  
Nasser Mansour
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Learning Science ◽  
Science Technology ◽  
Education Data ◽  
Number Of Factors ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teaching Learning

Research supports the idea that teachers are crucial change agents in educational reform and that teachers’ beliefs are precursors to change. This study investigates Egyptian science teachers’ beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students’ roles within teaching and learning science through STS and concerning teaching/learning science through STS. The findings shed light on the relationship between teachers’ beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers’ beliefs and their practices.

scholarly journals Shifting Currents: Science Technology Society and Environment in Northern Ontario Schools

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Astrid Steele
Keyword(s):  
Environmental Education ◽  
Science Teachers ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
Program Planning ◽  
Theoretical Framework ◽  
Secondary Science ◽  
Northern Ontario ◽  
Secondary Science Teachers ◽  
The North

The focus is on the practices of secondary science teachers in rural, resource-extraction-based communities in the boreal region of northern Ontario, Canada. In 2008 the Ontario Ministry of Education mandated that science teaching and learning should bring to the forefront consideration of the impacts of science on society and environment, and include environmental education; topics that are particularly pertinent given the location(s) of the study in logging and mining towns. Three years after the introduction of that curriculum the researcher investigates the extent to which the mandated changes have entered teacher practice. The study consists of a survey, (n= 26), interviews (n=7) and a closer exploration of the collaboration between two teachers who work towards including social and environmental issues in their lessons. Findings provide evidence that secondary science teachers are shifting toward a stronger emphasis issues of society and environment in their practice, however teachers identified a number of concerns including an information gap, developing new lessons, program planning, assessment, and teaching in the North. A theoretical framework developed by Pedretti and Nazir was used in the analysis of the teacher collaboration. Recommendations are for professional development to specifically address the concerns raised by the teachers; as well, changes are suggested to the theoretical framework to include a stronger emphasis on environmental education.

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