Overview
- 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
Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)
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Table of contents (7 chapters)
Keywords
- 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
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.
Authors and Affiliations
About the authors
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.
Bibliographic Information
Book Title: Learning Through School Science Investigation in an Indigenous School
Book Subtitle: Research into Practice
Authors: Azra Moeed, Craig Rofe
Series Title: SpringerBriefs in Education
DOI: https://doi.org/10.1007/978-981-32-9611-4
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd. 2019
Softcover ISBN: 978-981-32-9610-7Published: 04 September 2019
eBook ISBN: 978-981-32-9611-4Published: 22 August 2019
Series ISSN: 2211-1921
Series E-ISSN: 2211-193X
Edition Number: 1
Number of Pages: XI, 92
Number of Illustrations: 11 b/w illustrations, 21 illustrations in colour
Topics: Science Education, Learning & Instruction, Sociology of Education, Ethnicity in Education