title: An Exploration of Senior High School Student Learning in Biology in Taiwan

authors: Lu, Tan-Ni

subjects: a social constructivist view of learning

abstract: This thesis explores senior high school student learning in biology in Taiwan. The Confucian-heritage culture and beliefs associated with high stakes examinations influences the learning context in biology. There is a considerable body of international research on teaching and learning in senior high biology. There appears to be limited research on student and teacher views of learning in biology in this context. A social constructivist view of learning underpins this study. Using an interpretive paradigm, this study explores student and teacher perceptions of student learning experiences in senior high school biology. There are three phases in this study. In the first phase, Grade 11 and Grade 12 students and teacher perceptions of the existing teaching and learning situation in biology was explored. In the second phase, an intervention was designed and implemented for Grade 12 students. In the third phase, the intervention was evaluated.

The findings of this study indicate that most students take biology to increase their options for entering tertiary education. Noticeably, they were using learning approaches that they most disliked to increase their biology marks. Most of them considered the current biology classes were very effective in coping with the major examination, but the teaching was monotonous and teaching content as seemingly unrelated to real life. The teachers perceived that student learning was passive, which contributed to the teachers feeling of exhaustion. Qualitative and quantitative data indicated that both the students and teachers were dissatisfied with the current teaching and learning situation. A more interactive teaching and learning approach and more student responsibility in investigations were suggested by the respondents.

An intervention programme based on a social constructivist view of learning, including interactive teaching and open investigation, was designed and implemented. The intervention (70% lecture classes and 30% experiment classes) problematised the traditional lesson structure (90% lecture classes and 10% experiment classes) of senior biology in Taiwan, seeking a more cohesive and integrated overall structure for learning biology. Evaluation of the intervention programme suggested that through student-teacher and student-student interactions student conceptual and procedural understanding of biology was facilitated and their attitudes towards learning were enhanced. A few of the students could not accept the intervention as it conflicted with their view of learning in an examination culture. The implications of this research are that more teacher-student and peer interactions and open-ended investigations can lead to enhanced learning in biology in Taiwan for most senior high school students. Social constructivist approaches to teaching and learning are viable in a Taiwanese biology classroom context. The study also showed the potential for open investigations in this context.

text: An Exploration of Senior High School Student Learning in Biology in Taiwan This thesis explores senior high school student learning in biology in Taiwan. The Confucian-heritage culture and beliefs associated with high stakes examinations influences the learning context in biology. There is a considerable body of international research on teaching and learning in senior high biology. There appears to be limited research on student and teacher views of learning in biology in this context. A social constructivist view of learning underpins this study. Using an interpretive paradigm, this study explores student and teacher perceptions of student learning experiences in senior high school biology. There are three phases in this study. In the first phase, Grade 11 and Grade 12 students and teacher perceptions of the existing teaching and learning situation in biology was explored. In the second phase, an intervention was designed and implemented for Grade 12 students. In the third phase, the intervention was evaluated.

The findings of this study indicate that most students take biology to increase their options for entering tertiary education. Noticeably, they were using learning approaches that they most disliked to increase their biology marks. Most of them considered the current biology classes were very effective in coping with the major examination, but the teaching was monotonous and teaching content as seemingly unrelated to real life. The teachers perceived that student learning was passive, which contributed to the teachers feeling of exhaustion. Qualitative and quantitative data indicated that both the students and teachers were dissatisfied with the current teaching and learning situation. A more interactive teaching and learning approach and more student responsibility in investigations were suggested by the respondents.

An intervention programme based on a social constructivist view of learning, including interactive teaching and open investigation, was designed and implemented. The intervention (70% lecture classes and 30% experiment classes) problematised the traditional lesson structure (90% lecture classes and 10% experiment classes) of senior biology in Taiwan, seeking a more cohesive and integrated overall structure for learning biology. Evaluation of the intervention programme suggested that through student-teacher and student-student interactions student conceptual and procedural understanding of biology was facilitated and their attitudes towards learning were enhanced. A few of the students could not accept the intervention as it conflicted with their view of learning in an examination culture. The implications of this research are that more teacher-student and peer interactions and open-ended investigations can lead to enhanced learning in biology in Taiwan for most senior high school students. Social constructivist approaches to teaching and learning are viable in a Taiwanese biology classroom context. The study also showed the potential for open investigations in this context.

year: 2006

title: Neighbourly and unneighbourly behaviour in the Te Aroha district

authors: Hart, Philip

abstract: As is to be expected, many examples could be found of neighbourly and unneighbourly behaviour. Because of the nature of their work, miners and indeed settlers generally had to help each other, and ‘fair play’ was a desired ideal. Residents mingled at weddings, funerals, farewells, and patriotic socials. When people were in need, assistance was given and money was raised by special events, and when fires broke out, everyone did their best to save both life and property.
Despite such neighbourly acts, there were plenty of examples of quarrelsome residents and rude behaviour. In small settlements, prying and gossiping were endemic. Disliked residents were mocked, some practical jokes were malicious, and some libels were spread. In particular, local government politics provoked much bitterness over minor matters, and rivalry between Te Aroha and Waiorongomai could be friendly in sport but unfriendly on some issues. A detailed example of one prominent resident, Charles Ahier, is provided to illustrate how a pillar of the community was vilified and how he vilified his critics. Newspapers sometimes provided biased reporting, fanning the flames of petty disputes. But overall, squabbles were outweighed by positive interactions.

text: Neighbourly and unneighbourly behaviour in the Te Aroha district As is to be expected, many examples could be found of neighbourly and unneighbourly behaviour. Because of the nature of their work, miners and indeed settlers generally had to help each other, and ‘fair play’ was a desired ideal. Residents mingled at weddings, funerals, farewells, and patriotic socials. When people were in need, assistance was given and money was raised by special events, and when fires broke out, everyone did their best to save both life and property.
Despite such neighbourly acts, there were plenty of examples of quarrelsome residents and rude behaviour. In small settlements, prying and gossiping were endemic. Disliked residents were mocked, some practical jokes were malicious, and some libels were spread. In particular, local government politics provoked much bitterness over minor matters, and rivalry between Te Aroha and Waiorongomai could be friendly in sport but unfriendly on some issues. A detailed example of one prominent resident, Charles Ahier, is provided to illustrate how a pillar of the community was vilified and how he vilified his critics. Newspapers sometimes provided biased reporting, fanning the flames of petty disputes. But overall, squabbles were outweighed by positive interactions.

year: 2016

title: Reha Aperahama: a Ngati Rahiri rangatira

authors: Hart, Philip

abstract: Reha Aperahama had an illustrious whakapapa and was affiliated to several hapu. His father was notable as one of the most loyal rangatira (from the Crown’s perspective) in Hauraki, and Reha followed his lead, probably in part because of the financial rewards he received from selling land to settlers. He tried to maximize his income from this source, spending several years pleading for permission to sell his Te Kawana block (near Te Aroha). After opposing Ngati Haua ambitions to acquire the Aroha block, by 1878 he was willing to encourage road building. 
Reha was regularly before the courts because of his inability or reluctance to pay his debts, occasionally perjuring himself to avoid liability. In his later years he had little money. Despite occasionally being drunk and even violent, he was an important figure in Maori society, with a leadership role in his hapu and in the Mormon church. He was also notable for his marital complications.

text: Reha Aperahama: a Ngati Rahiri rangatira Reha Aperahama had an illustrious whakapapa and was affiliated to several hapu. His father was notable as one of the most loyal rangatira (from the Crown’s perspective) in Hauraki, and Reha followed his lead, probably in part because of the financial rewards he received from selling land to settlers. He tried to maximize his income from this source, spending several years pleading for permission to sell his Te Kawana block (near Te Aroha). After opposing Ngati Haua ambitions to acquire the Aroha block, by 1878 he was willing to encourage road building. 
Reha was regularly before the courts because of his inability or reluctance to pay his debts, occasionally perjuring himself to avoid liability. In his later years he had little money. Despite occasionally being drunk and even violent, he was an important figure in Maori society, with a leadership role in his hapu and in the Mormon church. He was also notable for his marital complications.

year: 2016