title: Teaching and learning about controversial science issues

authors: Saunders, Kathryn J.

subjects: education

abstract: The overarching Nature of Science (NoS) strand in our revised science curriculum presents teachers of science with a number of challenges. One of them is the ‘Participating and Contributing’ achievement aim with its focus on controversial science issues (CSI). This article reports on a new classroom model for exploring controversial science issues with students that was trialled in New Zealand science classrooms, writes Dr. Kathy Saunders, the University of Waikato.

text: Teaching and learning about controversial science issues The overarching Nature of Science (NoS) strand in our revised science curriculum presents teachers of science with a number of challenges. One of them is the ‘Participating and Contributing’ achievement aim with its focus on controversial science issues (CSI). This article reports on a new classroom model for exploring controversial science issues with students that was trialled in New Zealand science classrooms, writes Dr. Kathy Saunders, the University of Waikato.

year: 2010

title: Tackling climate-science learning through futures thinking

authors: Taylor, Simon

abstract: This study examined the role of a future-oriented scenario with secondary school students using diorama construction which included climate-change knowledge and envisioning alternative futures. To explore the potential role of futures-thinking modelling, students from one class participated in a 12-week cross-curricular inquiry with their teachers. Jensen’s (2002) dimensions of action-oriented knowledge are used to examine the climate-change knowledge developed by the students. Four common images of the future (Dator, 2014) are incorporated as models to forecast alternative futures. The findings suggest the value of future-oriented dioramas for developing climate-change understanding and futures thinking.

text: Tackling climate-science learning through futures thinking This study examined the role of a future-oriented scenario with secondary school students using diorama construction which included climate-change knowledge and envisioning alternative futures. To explore the potential role of futures-thinking modelling, students from one class participated in a 12-week cross-curricular inquiry with their teachers. Jensen’s (2002) dimensions of action-oriented knowledge are used to examine the climate-change knowledge developed by the students. Four common images of the future (Dator, 2014) are incorporated as models to forecast alternative futures. The findings suggest the value of future-oriented dioramas for developing climate-change understanding and futures thinking.

year: 2020-12-20

title: Te Whakatōhea Maurua

authors: Maxwell, Te Kahautu

abstract: Te Whakatōhea Maurua is a Whakaeke item that was composed to commemorate the rangatira of Te Whakatōhea that lost their lives in the colonial wars of the mid nineteenth century at the hands of the Te Arawa people who were loyalists to the Crown. This composition was composed also to bury the hatchet between Te Whakatōhea and Te Arawa. This composition was performed by Ōpōtiki Mai Tawhiti at the Te Matatini World Championship Kapa Haka Competition 2013

text: Te Whakatōhea Maurua Te Whakatōhea Maurua is a Whakaeke item that was composed to commemorate the rangatira of Te Whakatōhea that lost their lives in the colonial wars of the mid nineteenth century at the hands of the Te Arawa people who were loyalists to the Crown. This composition was composed also to bury the hatchet between Te Whakatōhea and Te Arawa. This composition was performed by Ōpōtiki Mai Tawhiti at the Te Matatini World Championship Kapa Haka Competition 2013

year: 2013