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SpringerBriefs in Education

Learning Through School Science Investigation in an Indigenous School

Research into Practice

Authors: Moeed, Azra, Rofe, Craig

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  • 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
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About this book

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.

About the authors

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.

Table of contents (7 chapters)

Table of contents (7 chapters)
  • Learning Through School Science Investigation

    Pages 1-17

    Moeed, Azra (et al.)

  • Research Design and Methodology

    Pages 19-27

    Moeed, Azra (et al.)

  • Teachers and Students Learning Through Science Investigation (Pre-phase)

    Pages 29-41

    Moeed, Azra (et al.)

  • Teaching and Learning Science Investigation (Phase 1)

    Pages 43-51

    Moeed, Azra (et al.)

  • Enhancing Student Learning Through Science Investigation (Phase 2)

    Pages 53-64

    Moeed, Azra (et al.)

Buy this book

eBook n/a
  • ISBN 978-981-329-611-4
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
Softcover n/a
  • ISBN 978-981-329-610-7
  • Free shipping for individuals worldwide
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Bibliographic Information

Bibliographic Information
Book Title
Learning Through School Science Investigation in an Indigenous School
Book Subtitle
Research into Practice
Authors
Series Title
SpringerBriefs in Education
Copyright
2019
Publisher
Springer Singapore
Copyright Holder
The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd.
eBook ISBN
978-981-329-611-4
DOI
10.1007/978-981-32-9611-4
Softcover ISBN
978-981-329-610-7
Series ISSN
2211-1921
Edition Number
1
Number of Pages
XI, 92
Number of Illustrations
11 b/w illustrations, 21 illustrations in colour
Topics