Science Investigation

Moeed, Azra

doi:10.1007/978-981-287-384-2

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…The research findings suggest that both teachers, who already had pedagogical content knowledge, knowledge of their context and knowledge of their students, learnt science. Their participation and enthusiasm to learn more about the nature of science demonstrates a significant gain in confidence, enabling these primary school trained teachers to teach science (Bull et al, 2010; Moeed, 2015). It appears that we may have gained insight into how the issue of science teachers who know both science and Te Reo Māori to teach in wharekura may be addressed.…”

Section: Discussionmentioning

confidence: 99%

“…It is currently unclear how teachers in Māori medium schools conceptualise and practise science and science inquiry and what students in these schools learn from doing science inquiry. In some countries, science inquiry is known as science investigation (Moeed, 2015). In wharekura , there are the additional challenges of bringing together a Māori world view with what can be seen as the hegemonic western perspective of science.…”

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confidence: 99%

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Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teachers

Rofe

Moeed

Anderson

et al. 2015

AJIE

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School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in wharekura (Māori Indigenous School). This paper draws upon the findings of an empirical study to address the call for research into effective practices for supporting Indigenous students in learning science. The study is part of a larger project investigating and extending our understanding about how New Zealand teachers’ conceptualise science and science inquiry (investigation). Two Māori teachers participated in the research as well as their class who were supported by two researchers. Data were collected through in-depth interviews with teachers. This research reports the findings of how participating teachers’ conceptualise science inquiry and describes their perceptions of how and why their students should learn science and science inquiry. The paper also presents teachers’ views about their own development as science teachers and suggests two models to address the issue of science teaching in wharekura.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%