title: Authentic student inquiry: the mismatch between the intended curriculum and the student-experienced curriculum

authors: Hume, Anne Christine

subjects: inquiry-based learning

abstract: As a means of achieving scientific literacy goals in society, the last two decades have witnessed international science curriculum redevelopment that increasingly advocates a 'new look' inquiry-based approach to learning. This paper reports on the nature of the student-experienced curriculum where secondary school students are learning under a national curriculum that is intent on promoting students' knowledge and capabilities in authentic scientific inquiry, that is, inquiry that properly reflects that practiced by members of scientific communities. Using a multiple case study approach, this study found that layers of curriculum interpretation from several 'sites of influence' both outside and inside of the schools have a strong bearing on the curriculum enacted by teachers and actually experienced by the students, and runs counter to the aims of the national curriculum policy. Over-emphasis on fair testing limits students' exposure to the full range of methods that scientists use in practice, and standards-based assessment using planning templates, exemplar assessment schedules and restricted opportunities for full investigations in different contexts tends to reduce student learning about experimental design to an exercise in 'following the rules'. These classroom realities have implications for students' understanding of the nature of authentic scientific inquiry and support claims that school science is still far removed from real science.

text: Authentic student inquiry: the mismatch between the intended curriculum and the student-experienced curriculum As a means of achieving scientific literacy goals in society, the last two decades have witnessed international science curriculum redevelopment that increasingly advocates a 'new look' inquiry-based approach to learning. This paper reports on the nature of the student-experienced curriculum where secondary school students are learning under a national curriculum that is intent on promoting students' knowledge and capabilities in authentic scientific inquiry, that is, inquiry that properly reflects that practiced by members of scientific communities. Using a multiple case study approach, this study found that layers of curriculum interpretation from several 'sites of influence' both outside and inside of the schools have a strong bearing on the curriculum enacted by teachers and actually experienced by the students, and runs counter to the aims of the national curriculum policy. Over-emphasis on fair testing limits students' exposure to the full range of methods that scientists use in practice, and standards-based assessment using planning templates, exemplar assessment schedules and restricted opportunities for full investigations in different contexts tends to reduce student learning about experimental design to an exercise in 'following the rules'. These classroom realities have implications for students' understanding of the nature of authentic scientific inquiry and support claims that school science is still far removed from real science.

year: 2010

title: Quantitative Comparison of Benthic Habitat Maps Derived From Multibeam Echosounder Backscatter Data

authors: Schimel, Alexandre Carmelo Gregory

abstract: In the last decade, following the growing concern for the conservation of marine ecosystems, a wide range of approaches has been developed to achieve the identification, classification and mapping of seabed types and of benthic habitats. These approaches, commonly grouped under the denominations of Benthic Habitat Mapping or Acoustic Seabed Classification, exploit the latest scientific and engineering advancements for the exploration of the bottom of the ocean, particularly in underwater acoustics. Among all acoustic seabed-mapping systems available for this purpose, a growing interest has recently developed for Multibeam Echosounders (MBES). This interest is mainly the result of the multiplicity of these systems’ outputs (that is, bathymetry, backscatter mosaic, angular response and water-column data), which allows for multiple approaches to seabed or habitat classification and mapping. While this diversity of mapping approaches and this multiplicity of MBES data products contribute to an increasing quality of the charting of the marine environment, they also unfortunately delay the future standardization of mapping methods, which is required for their effective integration in marine environment management strategies. As a preliminary step towards such standardization, there is a need for generalized efforts of comparison of systems, data products, and mapping approaches, in order to assess the most effective ones given mapping objectives and environment conditions. The main goal of this thesis is to contribute to this effort through the development and implementation of tools and methods for the comparison of categorical seabed or habitat maps, with a specific focus on maps obtained from up-to-date methodologies of classification of MBES backscatter data. This goal is attained through the achievement of specific objectives treated sequentially. First, the need for comparison is justified through a review of the diversity characterizing the fields of Benthic Habitat Mapping and Acoustic Seabed Classification, and of their use of MBES data products. Then, a case study is presented that compare the data products from a Kongsberg EM3000 MBES to the output map of an Acoustic Ground Discrimination Software based on data from a Single-beam Echosounder and to a Sidescan Sonar mosaic, in order to illustrate how map comparison measures could contribute to the comparison of these systems. Next, a number of measures for map-to-map comparison, inspired from the literature in land remote sensing, are presented, along with methodologies for their implementation in comparison of maps described with different legends. The benefit of these measures and methodologies is demonstrated through their application to maps obtained from the acoustic datasets presented previously. Finally, a more typical implementation of these measures is presented as a case study in which the development of two up-to-date classification methodologies of MBES backscatter data is complemented by the quantitative comparison of their output maps. In the process of developing and illustrating the use of methods for the assessment of map-to-map similarity, this thesis also presents methodologies for the processing and classification of backscatter data from MBES. In particular, the potential of the combined use of the spatial and angular information of these data for seabed classification is explored through the development of an original segmentation methodology that sequentially divides and aggregates segments defined from a MBES backscatter mosaic on the basis of their angular response content.

text: Quantitative Comparison of Benthic Habitat Maps Derived From Multibeam Echosounder Backscatter Data In the last decade, following the growing concern for the conservation of marine ecosystems, a wide range of approaches has been developed to achieve the identification, classification and mapping of seabed types and of benthic habitats. These approaches, commonly grouped under the denominations of Benthic Habitat Mapping or Acoustic Seabed Classification, exploit the latest scientific and engineering advancements for the exploration of the bottom of the ocean, particularly in underwater acoustics. Among all acoustic seabed-mapping systems available for this purpose, a growing interest has recently developed for Multibeam Echosounders (MBES). This interest is mainly the result of the multiplicity of these systems’ outputs (that is, bathymetry, backscatter mosaic, angular response and water-column data), which allows for multiple approaches to seabed or habitat classification and mapping. While this diversity of mapping approaches and this multiplicity of MBES data products contribute to an increasing quality of the charting of the marine environment, they also unfortunately delay the future standardization of mapping methods, which is required for their effective integration in marine environment management strategies. As a preliminary step towards such standardization, there is a need for generalized efforts of comparison of systems, data products, and mapping approaches, in order to assess the most effective ones given mapping objectives and environment conditions. The main goal of this thesis is to contribute to this effort through the development and implementation of tools and methods for the comparison of categorical seabed or habitat maps, with a specific focus on maps obtained from up-to-date methodologies of classification of MBES backscatter data. This goal is attained through the achievement of specific objectives treated sequentially. First, the need for comparison is justified through a review of the diversity characterizing the fields of Benthic Habitat Mapping and Acoustic Seabed Classification, and of their use of MBES data products. Then, a case study is presented that compare the data products from a Kongsberg EM3000 MBES to the output map of an Acoustic Ground Discrimination Software based on data from a Single-beam Echosounder and to a Sidescan Sonar mosaic, in order to illustrate how map comparison measures could contribute to the comparison of these systems. Next, a number of measures for map-to-map comparison, inspired from the literature in land remote sensing, are presented, along with methodologies for their implementation in comparison of maps described with different legends. The benefit of these measures and methodologies is demonstrated through their application to maps obtained from the acoustic datasets presented previously. Finally, a more typical implementation of these measures is presented as a case study in which the development of two up-to-date classification methodologies of MBES backscatter data is complemented by the quantitative comparison of their output maps. In the process of developing and illustrating the use of methods for the assessment of map-to-map similarity, this thesis also presents methodologies for the processing and classification of backscatter data from MBES. In particular, the potential of the combined use of the spatial and angular information of these data for seabed classification is explored through the development of an original segmentation methodology that sequentially divides and aggregates segments defined from a MBES backscatter mosaic on the basis of their angular response content.

year: 2011

title: Ko te Pakiwaituhi Ko Au, Ko Au Ko te Pakiwaituhi: He Wewetenga o te Pakiwaituhi Tōra Mātātoa, He Whakapuakanga Pakiwaituhi Māori

authors: Ross, Kristin Cherie

subjects: Pakiwaituhi Māori

abstract: ARIĀ

Mai i ngā tau o te whitu tekau te pakanga a ētahi rōpū Māori kia rangona te Māori, kia kitea te Māori ki runga pouaka whakaata.  I kura takahi puni te whiua o rātou mā ki te Karauna kia whakamanahia tāna i oati ai i te Tiriti o Waitangi.  Otirā, ka tohua te Karauna ki te tiaki i ngā kura kāmehameha a te Māori, arā, ko te reo me ōna tikanga.  I kitea e rātou mā tētahi patanga oranga o tō tātou reo, o ā tātou tikanga mā te ao pāpāho.  E mara e, kua tuangahuru ngā tau e whakapāoho atu ana a Whakaata Māori mai i tōna whakarewanga i te tau 2004.  Nā aua kikopuku reo, nā aua mumu tikanga, nā aua matā mana motuhake i whai wāhi mai ai te Māori i te ao pāpāho, otirā, i te ao o te pouaka whakaata. 

Ka mutu, ko te ngako ia o tēnei tuhinga, he whakamahuki, he tirotiro, he ketuketu i te pakiwaituhi kōhungahunga, i a Dora the Explorer.  I whakamāorihia e Whakaata Māori ki a Tōra Mātātoa.  Mō te pakiwaituhi rongonui, kāhore he painga i a Tōra Mātātoa.  Kei te mātakitakihia e ngā iwi huhua ki ngā tōpito katoa o te ao.  Ko te pātai ia nā, he aha oti ngā ehunga Māori ka kitea, ka rangona rā roto mai i te pakiwaituhi kōhungahunga, i a Tōra Mātātoa?  Mā tēnei rangahau tonu e whakautu.  

Ko ngā pakiwaituhi katoa o Whakaata Māori mā te kōhungahunga he mea hanga e iwi kē atu i te Māori.  Ka mutu ka whakaarohia e tēnei rangahau ētahi huarahi e taea ai e tātou te whakaputa pakiwaituhi Māori mā te kōhungahunga.  Otirā, ka whakapua mai ai i tētahi pakiwaituhi Māori nāku tonu.  Ko tāku e whakapae nei, me kite ā tātou tamariki i a rātou anō rā roto mai i ngā pakiwaituhi.  Ko tāku e manako nei, kia kaha te iwi Māori ki te kimi huarahi e whakaputa ai i ā tātou ake pakiwaituhi nā te Māori, mā te Māori, mō te Māori. 

ABSTRACT

Since the 1970s select Māori groups have fought to be seen and heard in the broadcasting industry and particular television.  United and banded they challenged the Crown to honour what was promised to them in the Treaty of Waitangi.  They demanded that the Government maintain the Māori language and its customs.  They saw television as a means to retain and transmit our language and culture.  2014 marked the tenth year of broadcasting for Māori Television.  This prestigious achievement in Māori broadcasting was due to the efforts of our leaders who fought tirelessly to ensure our language and customs were and are maintained throughout broadcasting. 

The basis of this thesis is the analysis of the preschool animation, Dora the Explorer, which was broadcast and translated by Māori Television as Tōra Mātātoa.  Dora the Explorer is arguably the most famous preschool animation.  The show is watched by the masses all over the world. This thesis investigates the question; what representations of Māori are seen and heard in the preschool animation Tōra Mātātoa? 

All of the preschool animations shown on Māori Television have been created by non-Māori.  Therefore, the purpose of this research is to create new ways of thinking that will initiate the production of locally made preschool animation.  This thesis looks at a Māori animation example that I have created based on the findings of this research.  It is imperative that our children see themselves on the television screen.  I hope Māori actively seek avenues to ensure the production of preschool animation by Māori, for Māori and about Māori.

text: Ko te Pakiwaituhi Ko Au, Ko Au Ko te Pakiwaituhi: He Wewetenga o te Pakiwaituhi Tōra Mātātoa, He Whakapuakanga Pakiwaituhi Māori ARIĀ

Mai i ngā tau o te whitu tekau te pakanga a ētahi rōpū Māori kia rangona te Māori, kia kitea te Māori ki runga pouaka whakaata.  I kura takahi puni te whiua o rātou mā ki te Karauna kia whakamanahia tāna i oati ai i te Tiriti o Waitangi.  Otirā, ka tohua te Karauna ki te tiaki i ngā kura kāmehameha a te Māori, arā, ko te reo me ōna tikanga.  I kitea e rātou mā tētahi patanga oranga o tō tātou reo, o ā tātou tikanga mā te ao pāpāho.  E mara e, kua tuangahuru ngā tau e whakapāoho atu ana a Whakaata Māori mai i tōna whakarewanga i te tau 2004.  Nā aua kikopuku reo, nā aua mumu tikanga, nā aua matā mana motuhake i whai wāhi mai ai te Māori i te ao pāpāho, otirā, i te ao o te pouaka whakaata. 

Ka mutu, ko te ngako ia o tēnei tuhinga, he whakamahuki, he tirotiro, he ketuketu i te pakiwaituhi kōhungahunga, i a Dora the Explorer.  I whakamāorihia e Whakaata Māori ki a Tōra Mātātoa.  Mō te pakiwaituhi rongonui, kāhore he painga i a Tōra Mātātoa.  Kei te mātakitakihia e ngā iwi huhua ki ngā tōpito katoa o te ao.  Ko te pātai ia nā, he aha oti ngā ehunga Māori ka kitea, ka rangona rā roto mai i te pakiwaituhi kōhungahunga, i a Tōra Mātātoa?  Mā tēnei rangahau tonu e whakautu.  

Ko ngā pakiwaituhi katoa o Whakaata Māori mā te kōhungahunga he mea hanga e iwi kē atu i te Māori.  Ka mutu ka whakaarohia e tēnei rangahau ētahi huarahi e taea ai e tātou te whakaputa pakiwaituhi Māori mā te kōhungahunga.  Otirā, ka whakapua mai ai i tētahi pakiwaituhi Māori nāku tonu.  Ko tāku e whakapae nei, me kite ā tātou tamariki i a rātou anō rā roto mai i ngā pakiwaituhi.  Ko tāku e manako nei, kia kaha te iwi Māori ki te kimi huarahi e whakaputa ai i ā tātou ake pakiwaituhi nā te Māori, mā te Māori, mō te Māori. 

ABSTRACT

Since the 1970s select Māori groups have fought to be seen and heard in the broadcasting industry and particular television.  United and banded they challenged the Crown to honour what was promised to them in the Treaty of Waitangi.  They demanded that the Government maintain the Māori language and its customs.  They saw television as a means to retain and transmit our language and culture.  2014 marked the tenth year of broadcasting for Māori Television.  This prestigious achievement in Māori broadcasting was due to the efforts of our leaders who fought tirelessly to ensure our language and customs were and are maintained throughout broadcasting. 

The basis of this thesis is the analysis of the preschool animation, Dora the Explorer, which was broadcast and translated by Māori Television as Tōra Mātātoa.  Dora the Explorer is arguably the most famous preschool animation.  The show is watched by the masses all over the world. This thesis investigates the question; what representations of Māori are seen and heard in the preschool animation Tōra Mātātoa? 

All of the preschool animations shown on Māori Television have been created by non-Māori.  Therefore, the purpose of this research is to create new ways of thinking that will initiate the production of locally made preschool animation.  This thesis looks at a Māori animation example that I have created based on the findings of this research.  It is imperative that our children see themselves on the television screen.  I hope Māori actively seek avenues to ensure the production of preschool animation by Māori, for Māori and about Māori.

year: 2015