title: Positioned as Expert Scientists: Learning science through Mantle-of-the-Expert at years 7/8

authors: Swanson, Carolyn Julie

subjects: Mantle of the Expert

abstract: This study emerged from concern that students disengage from science at an early age. It investigated whether using the drama-based teaching approach Mantle-of-the-Expert would support students’ interest in and learning of science. To do this a mixed method action research study was conducted. A science-based unit was co-taught with the classroom teacher over nine-weeks with a class of year 7/8 students in a semi-rural school. 
A Mantle-of-the-Expert unit was devised to support learning about buoyancy and stability with the students positioned as expert scientists re-investigating the sinking of the Wahine in Wellington Harbour, New Zealand on April the 10th 1968. Student assessment data, audio transcription of classroom episodes, the researcher’s reflective blog, and classroom artefacts were gathered, analysed and used to describe student learning. Student and teacher perceptions of Mantle-of-the-Expert as an approach to learning science were sought via interviews.
The findings show that the participant framework of Mantle-of-the-Expert produced a collegial inclusive learning environment. Working within an ethical ‘expert’ scientist position enhanced students’ motivation to learn and produce high-quality work, as well as enlarging their conception of how science affects humanity. The students’ expert status was supported through a hybridised instructional model incorporating both transmissive and investigative components and using artefacts to create a conceptual bridge between students’ actual knowledge and fictional knowledge. 
Students demonstrated marked improvement in their understanding of the science concepts taught in their written and oral work. Student perceptions of their self-efficacy in science remained relatively unchanged and their attitudes towards school science declined slightly. There was evidence they gained a greater appreciation of the kinds of work and careers scientists have and that they were more aware of the contribution of science to everyday life. 
The findings have implications for curriculum policy and practice in science and drama education through evidence that a Mantle-of-the-Expert based unit can contribute to science and to drama education. Mantle-of-the-Expert is one way that effective practices from both fields can be melded together to generate relevant and effective science learning opportunities. It contributes the notion of ‘fictional others’ to the theorisation and design of the Mantle-of-the-Expert approach as a way of encouraging ethical thinking and academic excellence. It also speaks of the value of using Mantle-of-the-Expert to enhance conceptual change.

text: Positioned as Expert Scientists: Learning science through Mantle-of-the-Expert at years 7/8 This study emerged from concern that students disengage from science at an early age. It investigated whether using the drama-based teaching approach Mantle-of-the-Expert would support students’ interest in and learning of science. To do this a mixed method action research study was conducted. A science-based unit was co-taught with the classroom teacher over nine-weeks with a class of year 7/8 students in a semi-rural school. 
A Mantle-of-the-Expert unit was devised to support learning about buoyancy and stability with the students positioned as expert scientists re-investigating the sinking of the Wahine in Wellington Harbour, New Zealand on April the 10th 1968. Student assessment data, audio transcription of classroom episodes, the researcher’s reflective blog, and classroom artefacts were gathered, analysed and used to describe student learning. Student and teacher perceptions of Mantle-of-the-Expert as an approach to learning science were sought via interviews.
The findings show that the participant framework of Mantle-of-the-Expert produced a collegial inclusive learning environment. Working within an ethical ‘expert’ scientist position enhanced students’ motivation to learn and produce high-quality work, as well as enlarging their conception of how science affects humanity. The students’ expert status was supported through a hybridised instructional model incorporating both transmissive and investigative components and using artefacts to create a conceptual bridge between students’ actual knowledge and fictional knowledge. 
Students demonstrated marked improvement in their understanding of the science concepts taught in their written and oral work. Student perceptions of their self-efficacy in science remained relatively unchanged and their attitudes towards school science declined slightly. There was evidence they gained a greater appreciation of the kinds of work and careers scientists have and that they were more aware of the contribution of science to everyday life. 
The findings have implications for curriculum policy and practice in science and drama education through evidence that a Mantle-of-the-Expert based unit can contribute to science and to drama education. Mantle-of-the-Expert is one way that effective practices from both fields can be melded together to generate relevant and effective science learning opportunities. It contributes the notion of ‘fictional others’ to the theorisation and design of the Mantle-of-the-Expert approach as a way of encouraging ethical thinking and academic excellence. It also speaks of the value of using Mantle-of-the-Expert to enhance conceptual change.

year: 2016

title: Graphical Discrimination of New Zealand Honey from International Honey Using Elemental Analysis.

authors: Grainger, Megan N.C.

subjects: Fingerprint

abstract: This study investigated the potential of utilising the elemental fingerprinting of honey to differentiate New Zealand (NZ) honey from that of international origin. Twenty elements were analysed by ICP-MS in 352 honeys from 34 various countries. Of these, 323 honeys (245 New Zealand honeys, 78 international) and two subsets of data (NZ and European origin, n = 306, and, NZ and Denmark/Germany, n = 280) were visualised using principal component analysis (PCA). For the NZ/Europe subset, 42.2% of data was explained in the first two principal components. Statistical classification rules were also derived using linear discriminant analysis (LDA) and decision tree analysis. Various combinations of elements were explored for classification, considering the effect of soil-derived elements and those from anthropogenic sources. A high degree of accuracy (at least 90%) for the characterisation of New Zealand honey was observed for all statistical models, showing the robustness of these analyses. When using decision tree analysis to distinguish New Zealand samples from international samples, a tree with five terminal nodes (using Cs, Ba and Rb) was created with 92.4% accuracy. This work has demonstrated that elemental fingerprints of honey are a promising tool for categorising New Zealand honey from other geographical locations.

text: Graphical Discrimination of New Zealand Honey from International Honey Using Elemental Analysis. This study investigated the potential of utilising the elemental fingerprinting of honey to differentiate New Zealand (NZ) honey from that of international origin. Twenty elements were analysed by ICP-MS in 352 honeys from 34 various countries. Of these, 323 honeys (245 New Zealand honeys, 78 international) and two subsets of data (NZ and European origin, n = 306, and, NZ and Denmark/Germany, n = 280) were visualised using principal component analysis (PCA). For the NZ/Europe subset, 42.2% of data was explained in the first two principal components. Statistical classification rules were also derived using linear discriminant analysis (LDA) and decision tree analysis. Various combinations of elements were explored for classification, considering the effect of soil-derived elements and those from anthropogenic sources. A high degree of accuracy (at least 90%) for the characterisation of New Zealand honey was observed for all statistical models, showing the robustness of these analyses. When using decision tree analysis to distinguish New Zealand samples from international samples, a tree with five terminal nodes (using Cs, Ba and Rb) was created with 92.4% accuracy. This work has demonstrated that elemental fingerprints of honey are a promising tool for categorising New Zealand honey from other geographical locations.

year: 2023-04-29

title: He Pikinga Waiora Kimi Ora lifestyle programme: Case study of a successful community-based indigenous diabetes intervention

authors: Masters-Awatere, Bridgette

subjects: adult

abstract: AIM: To co-design and implement a whānau-centred, community-based lifestyle programme (Kimi Ora) intended to ensure no worsening of HbA1c and to improve wellbeing for Māori whānau and communities with diabetes or pre-diabetes. 

METHODS: Māori healthcare providers, community members, research advisors and wider stakeholders used a co-design process underpinned by He Pikinga Waiora to collaboratively develop and implement Kimi Ora Control group comparisons and participants were recruited from Te Kōhao Health. Multi-method monitoring and collection captured individual, whānau and community data. 

RESULTS: Kimi Ora was run in two communities in Aotearoa New Zealand. In total, there were 35 participants who took part in an eight-week programme offered five times alongside a comparison group comprising 21 participants. Kimi Ora resulted in significant improvements on all biomedical measures compared to baseline, and participants had gains relative to the comparison group for variables including weight, BMI, blood pressure and waist measurement. Of particular note was the 100% retention rate and sustained community support for Kimi Ora.

CONCLUSIONS: Outcomes from Kimi Ora demonstrate this programme, which was actively tailored for and worked with Māori communities in a responsive and flexible manner, resulted in successful biomedical outcomes, high engagement and high retention.

text: He Pikinga Waiora Kimi Ora lifestyle programme: Case study of a successful community-based indigenous diabetes intervention AIM: To co-design and implement a whānau-centred, community-based lifestyle programme (Kimi Ora) intended to ensure no worsening of HbA1c and to improve wellbeing for Māori whānau and communities with diabetes or pre-diabetes. 

METHODS: Māori healthcare providers, community members, research advisors and wider stakeholders used a co-design process underpinned by He Pikinga Waiora to collaboratively develop and implement Kimi Ora Control group comparisons and participants were recruited from Te Kōhao Health. Multi-method monitoring and collection captured individual, whānau and community data. 

RESULTS: Kimi Ora was run in two communities in Aotearoa New Zealand. In total, there were 35 participants who took part in an eight-week programme offered five times alongside a comparison group comprising 21 participants. Kimi Ora resulted in significant improvements on all biomedical measures compared to baseline, and participants had gains relative to the comparison group for variables including weight, BMI, blood pressure and waist measurement. Of particular note was the 100% retention rate and sustained community support for Kimi Ora.

CONCLUSIONS: Outcomes from Kimi Ora demonstrate this programme, which was actively tailored for and worked with Māori communities in a responsive and flexible manner, resulted in successful biomedical outcomes, high engagement and high retention.

year: 2021