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Download full textSwanson, Carolyn Julie – Teachers and Curriculum, 2021
The way science education is positioned and practised in New Zealand primary schools varies widely. In this qualitative case study, participants in senior management from five Auckland primary schools were asked how they perceived science, how it was taught and reasons for the pedagogical approaches chosen. It was clear all schools were different…
Descriptors: Science Education, Elementary School Science, Administrator Attitudes, Teaching Methods
Direct linkRüschenpöhler, Lilith – International Journal of Science Education, 2023
This paper analyses the current state of postcolonial and decolonial science teaching, based on a systematic review of the literature, with a special focus on the European context. It shows that currently, a very narrow view on postcolonial science teaching prevails, limiting its scope to former colonies. A total of 227 articles published…
Descriptors: Science Instruction, Secondary Education, Secondary School Science, Teaching Methods
El-Adawy, Shams; Huynh, Tra; Kustusch, Mary Bridget; Sayre, Eleanor C. – Physical Review Physics Education Research, 2022
This paper investigates the interactions between context and professional development of physics instructors in a case study of two physics faculty. A phenomenological-case study approach was used to analyze two physics faculty at different institutions over a year and a half using three semistructured interviews each. The data enabled the…
Descriptors: Physics, Case Studies, Science Teachers, Science Instruction
Anderson, Dayle; Buntting, Cathy; Coton, Melissa – Curriculum Matters, 2020
In 2018, a research project funded by New Zealand's Teaching and Learning Research Initiative (TLRI) explored the impact of online citizen science (OCS) projects on the science education of primary school children in New Zealand. This article provides an in-depth case study from this project in order to share ways in which one teacher used OCS…
Descriptors: Electronic Learning, Citizen Participation, Scientific Research, Foreign Countries
Ram, Rajesh – Waikato Journal of Education, 2022
In this era of pandemics, asylum seekers, and conflict between super powers, social sciences are a critical subject that can help develop young people who can not only recognise racial and social discrimination but also injustices at a regional, national, and global scale. Mainstream subjects, such as sociology, routinely support learning in the…
Descriptors: Social Sciences, Secondary School Teachers, Teaching Experience, Science Teachers
Nosheen Shahzadi; Johari Surif – Cogent Education, 2023
The "new" of new literacies are multifaceted social practices to make and share meanings with new communication tools and technology. Despite gaining considerable research focus in recent times, there is scarce evidence of new literacies as instances of practice in secondary science classrooms. In this article students' engagement in…
Descriptors: Multiple Literacies, Science Instruction, Secondary School Students, Peer Relationship
Suzanne Trask; Erica D'Souza; Boyd Swinburn; Jacquie Bay – set: Research Information for Teachers, 2023
How do we support learning and teaching about complex issues? Researchers from the University of Auckland worked with 54 students and teachers from three Auckland secondary schools to evaluate health-science learning designed to investigate this question. The instructional strategies based on context familiarity, systems thinking, and narrative…
Descriptors: Foreign Countries, Secondary School Students, Health Sciences, Perspective Taking
Freeman, Sola – Early Childhood Folio, 2021
This article presents findings from a doctoral study which examined the ways teaching teams in six New Zealand early childhood education (ECE) centres fostered and supported young children's scientific experiences. The focus of this article is the pedagogical practice of using provocations to facilitate scientific opportunities. The way…
Descriptors: Foreign Countries, Science Education, Preschool Education, Child Care Centers
Lederman, Judith; Lederman, Norman; Bartels, Selina; Jimenez, Juan; Akubo, Mark; Aly, Shereen; Bao, Chengcheng; Blanquet, Estelle; Blonder, Ron; Bologna Soares de Andrade, Mariana; Buntting, Catherine; Cakir, Mustafa; EL-Deghaidy, Heba; ElZorkani, Ahmed; Gaigher, Estelle; Guo, Shuchen; Hakanen, Arvi; Hamed Al-Lal, Soraya; Han-Tosunoglu, Cigdem; Hattingh, Annemarie; Hume, Anne; Irez, Serhat; Kay, Gillian; Kivilcan Dogan, Ozgur; Kremer, Kerstin; Kuo, Pi-Chu; Lavonen, Jari; Lin, Shu-Fen; Liu, Cheng; Liu, Enshan; Liu, Shiang-Yao; Lv, Bin; Mamlok-Naaman, Rachel; McDonald, Christine; Neumann, Irene; Pan, Yaozhen; Picholle, Eric; Rivero García, Ana; Rundgren, Carl-Johan; Santibáñez-Gómez, David; Saunders, Kathy; Schwartz, Renee; Voitle, Frauke; von Gyllenpalm, Jakob; Wei, Fangbing; Wishart, Jocelyn; Wu, Zhifeng; Xiao, Huang; Yalaki, Yalcin; Zhou, Qiaoxue – Journal of Research in Science Teaching, 2019
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about…
Descriptors: Inquiry, Middle School Students, Elementary Education, Foreign Countries
Gormley, Katie; Birdsall, Sally; France, Bev – set: Research Information for Teachers, 2019
Socio-scientific issues (SSIs) are real-life problems which have a scientific basis yet require the consideration of social concerns. Using SSIs has been advocated as an approach to engage secondary-school students with science and this study aimed to explore the potential of such an approach in the primary-school classroom. The experiences and…
Descriptors: Elementary Education, Elementary School Teachers, Social Problems, Teaching Methods
Eames, Chris; Ritchie, Jenny; Birdsall, Sally; Milligan, Andrea – set: Research Information for Teachers, 2020
This article provides a critical commentary on the recently released learning programme, "Climate Change: Prepare Today, Live Well Tomorrow" (Climate Change programme). The Climate Change programme is sorely needed in this time of climate emergency and we believe it to be a great start in guiding teachers in this important work. Here we…
Descriptors: Climate, Environmental Education, Well Being, Teaching Methods
Anna Fergusson; Maxine Pfannkuch – Journal of Statistics and Data Science Education, 2024
Statistics teaching at the high school level needs modernizing to include digital sources of data that students interact with every day. Algorithmic modeling approaches are recommended, as they can support the teaching of data science and computational thinking. Research is needed about the design of tasks that support high school statistics…
Descriptors: High School Students, Statistics Education, Thinking Skills, Computer Science Education
Chand, Alvin Vikash; Sharma, Sashi; Taylor, Simon – Waikato Journal of Education, 2021
This study seeks to explain how a modified Constructivist Learning Environment Survey (CLES) was implemented together with talanoa to explore Fijian students' perceptions of a constructivist learning environment in the science classroom in New Zealand secondary schools. The modified CLES, called CLES-FS, was developed explicitly for Fijian…
Descriptors: Foreign Countries, Pacific Islanders, Student Attitudes, Constructivism (Learning)
Taylor, Simon – School Science Review, 2021
The formation of waves as used for surfing close to the shore is described and explained, and linked to other wave topics that are covered in school science. Of course, there are differences because the wave activity is influenced by many factors, such as the weather and the shape of the shoreline, which make the wave patterns much more…
Descriptors: Water, Science Instruction, Foreign Countries, Aquatic Sports
Ben Rydal Shapiro; Ilana Seidel Horn; Sierra Gilliam; Brette Garner – Educational Researcher, 2024
In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called "interaction geography." Our analysis proposes an integrative framework to study classroom…
Descriptors: Motion, Teaching Methods, Physical Environment, Geography
