title: Key competency development and students use of digital learning objects

authors: Falloon, Garry

subjects: competencies

abstract: The inclusion of key competencies in the New Zealand Curriculum (2007) has presented challenges for teachers in their efforts to gather evidence and detail student progress for reporting purposes. Research identifies the need to adopt different evaluation processes and systems, as outcomes and progression in key competencies is fundamentally different from those associated with more conventional learning. It also suggests the use of digital tools may assist in this process, but offers few suggestions as to how this might take place. This article introduces and describes a current research project utilising a thinking skills framework and screen-recording software to map students’ interaction with digital learning objects, and explore the extent to which they provide opportunities to develop thinking and relating to others competencies. It suggests the approach offers potential to make explicit for reporting purposes the nature and quality of students’ thinking, and how their interaction with others in groups, influences their ability to solve problems presented by the objects. However, it also suggests the approach may suffer from manageability challenges, and that student-led administration systems need to be developed to ensure its viability in whole class contexts

text: Key competency development and students use of digital learning objects The inclusion of key competencies in the New Zealand Curriculum (2007) has presented challenges for teachers in their efforts to gather evidence and detail student progress for reporting purposes. Research identifies the need to adopt different evaluation processes and systems, as outcomes and progression in key competencies is fundamentally different from those associated with more conventional learning. It also suggests the use of digital tools may assist in this process, but offers few suggestions as to how this might take place. This article introduces and describes a current research project utilising a thinking skills framework and screen-recording software to map students’ interaction with digital learning objects, and explore the extent to which they provide opportunities to develop thinking and relating to others competencies. It suggests the approach offers potential to make explicit for reporting purposes the nature and quality of students’ thinking, and how their interaction with others in groups, influences their ability to solve problems presented by the objects. However, it also suggests the approach may suffer from manageability challenges, and that student-led administration systems need to be developed to ensure its viability in whole class contexts

year: 2012

title: Enhancing Thai students' learning of chemical kinetics

authors: Chairam, Sanoe

subjects: chemical kinetics

abstract: Chemical kinetics is an extremely important concept for introductory chemistry courses. The literature suggests that instruction in chemical kinetics is often teacher-dominated at both the secondary school and tertiary levels, and this is the case in Thailand - the educational context for this inquiry. The work reported here seeks to shift students from passive learning to more active, student-centred learning and involved some 413 first year undergraduate science students in Thailand. Drawing on inquiry-based learning, the participants were asked to design an experiment investigating the reaction of acids and bases. The research findings suggest that participants were able to explain the changes of the rate of a chemical reaction, and developed good conceptual understanding of chemical kinetics both qualitatively and quantitatively. It also showed this more active teaching approach, which is radically different from normal teaching in Thailand, was an enjoyable experience for the students.

text: Enhancing Thai students' learning of chemical kinetics Chemical kinetics is an extremely important concept for introductory chemistry courses. The literature suggests that instruction in chemical kinetics is often teacher-dominated at both the secondary school and tertiary levels, and this is the case in Thailand - the educational context for this inquiry. The work reported here seeks to shift students from passive learning to more active, student-centred learning and involved some 413 first year undergraduate science students in Thailand. Drawing on inquiry-based learning, the participants were asked to design an experiment investigating the reaction of acids and bases. The research findings suggest that participants were able to explain the changes of the rate of a chemical reaction, and developed good conceptual understanding of chemical kinetics both qualitatively and quantitatively. It also showed this more active teaching approach, which is radically different from normal teaching in Thailand, was an enjoyable experience for the students.

year: 2009

title: Tribal guns, tribal gunners : A study of acculturation by Maori of European military technology during the New Zealand inter-tribal musket wars

authors: Bentley, Trevor William

abstract: The Musket Wars were New Zealand’s longest and most costly war. Some 20,000 Maori perished in the raids, battles and sieges that convulsed the tribal societies during the 1820’s and 1830’s. The rise of powerful musket armies set in train forty major hekes or tribal migrations that emptied vast reaches of country by 1840, paving the way for European settlement that proceeded largely unopposed until the 1860’s.

There is little known about the nature of Maori warfare in this period for the Musket Wars have yet to receive the same kind of intense study currently being given by New Zealand historians to the Northern and New Zealand Wars. While other nations have conducted exhaustive research into the military history of their indigenous people, the Musket Wars remain New Zealand’s least known war.

The paucity of information on inter-tribal; warfare in this period is sourced in the fact that native warfare was actively discouraged by the missionaries, judged barbaric by most early visitors and regarded as an inferior form of warfare by settlers and English military men. Later nineteenth century writers perpetuated a distorted view of the Musket Wars as chaotic inter-tribal conflicts in which Maori fought and destroyed Maori. This distorted view has its origins in the two widely divergent systems of values that operated in nineteenth century New Zealand and in the dominance of Victorian ideas about race and colonialism.

This thesis is revisionist only in its attempt to demolish the entrenched colonial view of Maori musket warfare as disordered and exclusively Maori. It endeavours to fill specific gaps that exist in the research on this period by examining the role and purpose of the European gun trading enterprise in New Zealand and the extent of European involvement in Maori warfare. The thesis explores the deployment and effectiveness of European guns during the three phases of Maori warfare that characterise the period; predatory raiding, the great rakau-musket battles and the musket to musket conflicts of the 1830’s. The thesis also develops the theme that while the Musket Wars were shaped by non-Maori influences they were distinctly Maori in style.
While the bulk of evidence is provided by contemporary European observers and nineteenth century historians, every attempt has been made to provide a more balanced picture of Maori warfare by reporting Maori experiences wherever possible. The thesis consequently draws on current Maori oral testimony, the evidence of contemporary Maori eyewitness and the substantial and well developed body of written tribal history currently available.

The Musket Wars represent a fascinating but largely forgotten military age in New Zealand where Maori armies of unprecedented size employed powerful armaments of flintlock guns and ships cannon on long distance campaigns against remote enemies. This period has provided a unique opportunity to research the ways an indigenous warrior society acculturated European firearms technology in established tribal rituals and in warfare, independent of European military influences and in a purely Maori context. Most importantly the Musket Wars have provided the opportunity to examine Maori tactical developments through the critical stage between classical Maori warfare and the clashes with British and Colonial forces during the Northern war of 1845 and New Zealand wars of the 1860’s.

text: Tribal guns, tribal gunners : A study of acculturation by Maori of European military technology during the New Zealand inter-tribal musket wars The Musket Wars were New Zealand’s longest and most costly war. Some 20,000 Maori perished in the raids, battles and sieges that convulsed the tribal societies during the 1820’s and 1830’s. The rise of powerful musket armies set in train forty major hekes or tribal migrations that emptied vast reaches of country by 1840, paving the way for European settlement that proceeded largely unopposed until the 1860’s.

There is little known about the nature of Maori warfare in this period for the Musket Wars have yet to receive the same kind of intense study currently being given by New Zealand historians to the Northern and New Zealand Wars. While other nations have conducted exhaustive research into the military history of their indigenous people, the Musket Wars remain New Zealand’s least known war.

The paucity of information on inter-tribal; warfare in this period is sourced in the fact that native warfare was actively discouraged by the missionaries, judged barbaric by most early visitors and regarded as an inferior form of warfare by settlers and English military men. Later nineteenth century writers perpetuated a distorted view of the Musket Wars as chaotic inter-tribal conflicts in which Maori fought and destroyed Maori. This distorted view has its origins in the two widely divergent systems of values that operated in nineteenth century New Zealand and in the dominance of Victorian ideas about race and colonialism.

This thesis is revisionist only in its attempt to demolish the entrenched colonial view of Maori musket warfare as disordered and exclusively Maori. It endeavours to fill specific gaps that exist in the research on this period by examining the role and purpose of the European gun trading enterprise in New Zealand and the extent of European involvement in Maori warfare. The thesis explores the deployment and effectiveness of European guns during the three phases of Maori warfare that characterise the period; predatory raiding, the great rakau-musket battles and the musket to musket conflicts of the 1830’s. The thesis also develops the theme that while the Musket Wars were shaped by non-Maori influences they were distinctly Maori in style.
While the bulk of evidence is provided by contemporary European observers and nineteenth century historians, every attempt has been made to provide a more balanced picture of Maori warfare by reporting Maori experiences wherever possible. The thesis consequently draws on current Maori oral testimony, the evidence of contemporary Maori eyewitness and the substantial and well developed body of written tribal history currently available.

The Musket Wars represent a fascinating but largely forgotten military age in New Zealand where Maori armies of unprecedented size employed powerful armaments of flintlock guns and ships cannon on long distance campaigns against remote enemies. This period has provided a unique opportunity to research the ways an indigenous warrior society acculturated European firearms technology in established tribal rituals and in warfare, independent of European military influences and in a purely Maori context. Most importantly the Musket Wars have provided the opportunity to examine Maori tactical developments through the critical stage between classical Maori warfare and the clashes with British and Colonial forces during the Northern war of 1845 and New Zealand wars of the 1860’s.

year: 1997