Learning Through School Science Investigation in an Indigenous School

1. Front Matter

   Pages i-xi

   PDF

2. Learning Through School Science Investigation

   • Azra Moeed, Craig Rofe

   Pages 1-17

3. Research Design and Methodology

   • Azra Moeed, Craig Rofe

   Pages 19-27

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

   • Azra Moeed, Craig Rofe

   Pages 29-41

5. Teaching and Learning Science Investigation (Phase 1)

   • Azra Moeed, Craig Rofe

   Pages 43-51

6. Enhancing Student Learning Through Science Investigation (Phase 2)

   • Azra Moeed, Craig Rofe

   Pages 53-64

7. Student Learning Through Science Investigation

   • Azra Moeed, Craig Rofe

   Pages 65-78

8. Whakakapi (Bringing Together) Discussion

   • Azra Moeed, Craig Rofe

   Pages 79-92

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.

• science investigation in indigenous school
• teaching science in a wharekura
• teaching science in a Māori medium
• professional developments from learning science investigations
• kura teacher confidence in teaching science
• kura teacher learning science
• kura teacher teaching science
• teaching pūtaiao
• teaching science to kura students
• teaching science investigations
• learning science investigations
• Maori education
• Education in New Zealand
• Indigenous science education
• learning and instruction
• ethnicity in education

• School of Education, Victoria University of Wellington, Wellington, New Zealand

  Azra Moeed, Craig Rofe

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.

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