In The New Zealand Curriculum: Is It Science Education or Education Through Science? One Educator’s Argument

Sexton, Steven S.

doi:10.1007/978-3-319-32351-0_11

“…This lack of curricular support, combined with the discontinuation of the science advisors (Bull, 2014) makes the development of coherent local science curricula challenging. The situation is summed up by Sexton (2017) as:…”

Section: Barriers That Inhibit Physical Science Teachingmentioning

confidence: 99%

A framework for professional learning and development in science for New Zealand upper primary teachers

Cizadlo¹

0

View full text Add to dashboard Cite

<p>This doctoral thesis describes the development of a framework to guide the creation and delivery of bespoke professional learning and development programmes (PLD) in physical science for groups of Year 7 and 8 teachers. It identifies key principles and provides practical advice needed to produce PLD programmes specifically focused on the topics selected, in consultation with the teachers involved, that are tailored to the school environment and adhere to design principles informed by research, and tested in the New Zealand context. The framework was developed using a design-based research approach involving three iterations of use, analysis, and improvement. Audio recordings, structured interviews, classroom observations, concept maps, and field notes provided data for a qualitative analysis paradigm. The research employed a social-constructivist lens, with an emphasis on learner-centred science investigations, leading to the development of a new framework for physical science PLD design and delivery consisting of five major focus areas: Subject selection / curriculum, Subject matter understanding, Teaching practice, Support, and Logistical considerations. This research highlighted the challenges faced by generalist teachers with limited science backgrounds in working with New Zealand's non-prescriptive national curriculum, to develop specific physical science units that are relevant to their local school environment. Specifically, teachers with limited subject matter knowledge face challenges selecting topics from the New Zealand Curriculum, balancing breadth and depth of topic coverage, and selecting curriculum support materials. After participating in the PLD teachers were able to use their subject matter knowledge and teaching experience to select materials and confidently teach the physical science topics covered in the PLD.</p>

show abstract

“…This lack of curricular support, combined with the discontinuation of the science advisors (Bull, 2014) makes the development of coherent local science curricula challenging. The situation is summed up by Sexton (2017) as:…”

Section: Barriers That Inhibit Physical Science Teachingmentioning

confidence: 99%

A framework for professional learning and development in science for New Zealand upper primary teachers

Cizadlo¹

1

0

View full text Add to dashboard Cite

<p>This doctoral thesis describes the development of a framework to guide the creation and delivery of bespoke professional learning and development programmes (PLD) in physical science for groups of Year 7 and 8 teachers. It identifies key principles and provides practical advice needed to produce PLD programmes specifically focused on the topics selected, in consultation with the teachers involved, that are tailored to the school environment and adhere to design principles informed by research, and tested in the New Zealand context. The framework was developed using a design-based research approach involving three iterations of use, analysis, and improvement. Audio recordings, structured interviews, classroom observations, concept maps, and field notes provided data for a qualitative analysis paradigm. The research employed a social-constructivist lens, with an emphasis on learner-centred science investigations, leading to the development of a new framework for physical science PLD design and delivery consisting of five major focus areas: Subject selection / curriculum, Subject matter understanding, Teaching practice, Support, and Logistical considerations. This research highlighted the challenges faced by generalist teachers with limited science backgrounds in working with New Zealand's non-prescriptive national curriculum, to develop specific physical science units that are relevant to their local school environment. Specifically, teachers with limited subject matter knowledge face challenges selecting topics from the New Zealand Curriculum, balancing breadth and depth of topic coverage, and selecting curriculum support materials. After participating in the PLD teachers were able to use their subject matter knowledge and teaching experience to select materials and confidently teach the physical science topics covered in the PLD.</p>

show abstract

Exploring the Nature, and Teachers’ Understanding, of the National Curriculum Statement (NCS, Grades R – 12): Navigating the Changing Landscape of Science Education Through the Curriculum Assessment and Policy Statement (CAPS) in Post-Apartheid South Africa

Eyitayo

¹

2021

Complexity and Simplicity in Science Education

6

0

View full text Add to dashboard Cite

In The New Zealand Curriculum: Is It Science Education or Education Through Science? One Educator’s Argument

Cited by 3 publications

References 6 publications

A framework for professional learning and development in science for New Zealand upper primary teachers

A framework for professional learning and development in science for New Zealand upper primary teachers

A framework for professional learning and development in science for New Zealand upper primary teachers

Exploring the Nature, and Teachers’ Understanding, of the National Curriculum Statement (NCS, Grades R – 12): Navigating the Changing Landscape of Science Education Through the Curriculum Assessment and Policy Statement (CAPS) in Post-Apartheid South Africa

Contact Info

Product

Resources

About