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Learning Through School Science Investigation in an Indigenous School : Research into Practice / by Azra Moeed, Craig Rofe
(SpringerBriefs in Education. ISSN:2211193X)
| 資料タイプ | 電子ブック |
|---|---|
| 版 | 1st ed. 2019. |
| 出版者 | (Singapore : Springer Nature Singapore : Imprint: Springer) |
| 出版年 | 2019 |
| 大きさ | XI, 92 p. 32 illus., 21 illus. in color : online resource |
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| 一般注記 | 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 This book presents the findings of a case study conducted in a Māori medium school where a space was created for Pūtaiao (Western science) teaching and learning from year 1 to 13. Science is currently taught in Te Reo Māori 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 Māori medium schools. These schools are underpinned with Kura Kaupapa Māori philosophy, which is culturally specific to Māori and aims to revitalise the Māori language, and Māori knowledge and culture. Māori students’ engagement and achievement continues to be a challenge for both mainstream and Māori medium schools, teachers and students due to lack of access to science teachers who can teach in Te Reo Māori. School leaders and whanau (families) believed that by year 9 (age 13) their students had developed their identity as Māori, and were proficient in Te Reo Māori. 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 HTTP:URL=https://doi.org/10.1007/978-981-32-9611-4 |
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| 著者標目 | *Moeed, Azra author Rofe, Craig author SpringerLink (Online service) |
| 件 名 | LCSH:Science -- Study and teaching
全ての件名で検索
LCSH:Learning, Psychology of LCSH:Educational sociology FREE:Science Education FREE:Instructional Psychology FREE:Sociology of Education |
| 分 類 | LCC:Q181-183.4 DC23:507.1 |
| 書誌ID | EB16357214 |
| ISBN | 9789813296114 |