title: Making connections in the teaching and learning of science and technology

authors: Cowie, Bronwen

subjects: education

abstract: Teachers are responsible for supporting their students’ learning in the moment, over the course of a unit, and throughout a school year. They also have a longer-term responsibility to develop students’ skills and dispositions as lifelong learners. These responsibilities extend to fostering students’ long-term interest in particular learning areas. Primary teachers face a number of challenges in promoting connections and a sense of continuity and coherence for students. This is especially difficult for subjects such as science and technology where primary students typically study science and technology topics only two or three times a year and then over a period of days. Connections and coherence are a fundamental aspect of learning experiences, which build cumulatively; students learn when they build on what they know and have experienced. However, students often experience school as a series of disconnected episodes (Rudduck, Harris, & Wallace, 1994) and may therefore fail to realise the linkages between lessons, tasks, and ideas. Teachers can help students to make connections. Teacher planning of nested and linked tasks in a manner that could support continuity and connection is described in a companion article in this issue of set (pp. 38-41).
The teachers in the InSiTE study (Cowie, Moreland, Jones, & Otrel-Cass, 2008) used a number of strategies to help students make connections and develop a sense of continuity. Some of these are illustrated in this article.

text: Making connections in the teaching and learning of science and technology Teachers are responsible for supporting their students’ learning in the moment, over the course of a unit, and throughout a school year. They also have a longer-term responsibility to develop students’ skills and dispositions as lifelong learners. These responsibilities extend to fostering students’ long-term interest in particular learning areas. Primary teachers face a number of challenges in promoting connections and a sense of continuity and coherence for students. This is especially difficult for subjects such as science and technology where primary students typically study science and technology topics only two or three times a year and then over a period of days. Connections and coherence are a fundamental aspect of learning experiences, which build cumulatively; students learn when they build on what they know and have experienced. However, students often experience school as a series of disconnected episodes (Rudduck, Harris, & Wallace, 1994) and may therefore fail to realise the linkages between lessons, tasks, and ideas. Teachers can help students to make connections. Teacher planning of nested and linked tasks in a manner that could support continuity and connection is described in a companion article in this issue of set (pp. 38-41).
The teachers in the InSiTE study (Cowie, Moreland, Jones, & Otrel-Cass, 2008) used a number of strategies to help students make connections and develop a sense of continuity. Some of these are illustrated in this article.

year: 2008

title: The Rise of Virtual Athletes: The influence of uses & gratification and para-social interaction on consumers’ attitudes towards high-involvement products endorsed by micro-celebrities

authors: Matenga, Cliff Tafadzwa

subjects: para-social interaction

abstract: Many brands face the challenge of selling high-involvement products and must contend with the high risks which consumers perceive to be associated with these products. These perceived risks include social, functional and financial risks. Friedman and Friedman (1979) posit that celebrities can mitigate these perceived risks. However, current research fails to identify specific factors that influence consumers to perceive low risks to high-involvement products that are promoted by celebrities. This research suggests that consumer needs, and para-social interaction with celebrities influence consumers’ behaviour regarding high-involvement products, in this case, video gaming products. Thus, to help brands execute effective celebrity endorsement campaigns, this causal research examines the factors that influence consumers' purchase intentions towards high-involvement products endorsed by influencers in the gaming community.
Most specifically, this study examines the uses and gratification needs that drive consumers to watch, and form para-social interaction with video gaming celebrities. Furthermore, this study examines the effects that para-social interaction has on perceived social, functional and financial risks that consumers associate with high-involvement products. Moreover, the research examines the influence of these perceived risks on purchase intentions. Additionally, the study examines if video gaming influencers are as influential on non-gaming products as they are on video gaming products.
Through a judgement sampling method, 105 participants that spectate gaming influencers playing video games were asked to fill a survey. Social integrative needs, cognitive needs, affective needs and tension release needs had a positive influence on para-social interaction. However, para-social interaction only influenced consumers who had prior experience of purchasing endorsed video gaming products. For example, the findings from this research suggested that parasocial interaction influenced this group of experienced customers to perceive high risks for products that were a poor fit with the celebrity’s image. Low social, functional, and financial risks led to high purchase intentions for video gaming products that were endorsed by good fit video gaming influencers.
Interestingly, tension release needs mitigated functional risks associated with video gaming products. Cognitive needs mitigated functional risks associated with video gaming products only for consumers that had previous experience of purchasing endorsed video gaming products. Social integrative needs influenced consumers to buy non-gaming products that were endorsed by a video gaming influencer.
Video gaming influencers were more effective in influencing perceived risks and buying behaviour when they endorsed video gaming products than non-gaming products. When the influencer was a good fit, consumers perceived lower social, functional and financial risks than when they were a poor fit. Furthermore, consumers had higher purchase intentions towards a good fit product than a poor fit product. The research discusses the implications of the findings.

text: The Rise of Virtual Athletes: The influence of uses & gratification and para-social interaction on consumers’ attitudes towards high-involvement products endorsed by micro-celebrities Many brands face the challenge of selling high-involvement products and must contend with the high risks which consumers perceive to be associated with these products. These perceived risks include social, functional and financial risks. Friedman and Friedman (1979) posit that celebrities can mitigate these perceived risks. However, current research fails to identify specific factors that influence consumers to perceive low risks to high-involvement products that are promoted by celebrities. This research suggests that consumer needs, and para-social interaction with celebrities influence consumers’ behaviour regarding high-involvement products, in this case, video gaming products. Thus, to help brands execute effective celebrity endorsement campaigns, this causal research examines the factors that influence consumers' purchase intentions towards high-involvement products endorsed by influencers in the gaming community.
Most specifically, this study examines the uses and gratification needs that drive consumers to watch, and form para-social interaction with video gaming celebrities. Furthermore, this study examines the effects that para-social interaction has on perceived social, functional and financial risks that consumers associate with high-involvement products. Moreover, the research examines the influence of these perceived risks on purchase intentions. Additionally, the study examines if video gaming influencers are as influential on non-gaming products as they are on video gaming products.
Through a judgement sampling method, 105 participants that spectate gaming influencers playing video games were asked to fill a survey. Social integrative needs, cognitive needs, affective needs and tension release needs had a positive influence on para-social interaction. However, para-social interaction only influenced consumers who had prior experience of purchasing endorsed video gaming products. For example, the findings from this research suggested that parasocial interaction influenced this group of experienced customers to perceive high risks for products that were a poor fit with the celebrity’s image. Low social, functional, and financial risks led to high purchase intentions for video gaming products that were endorsed by good fit video gaming influencers.
Interestingly, tension release needs mitigated functional risks associated with video gaming products. Cognitive needs mitigated functional risks associated with video gaming products only for consumers that had previous experience of purchasing endorsed video gaming products. Social integrative needs influenced consumers to buy non-gaming products that were endorsed by a video gaming influencer.
Video gaming influencers were more effective in influencing perceived risks and buying behaviour when they endorsed video gaming products than non-gaming products. When the influencer was a good fit, consumers perceived lower social, functional and financial risks than when they were a poor fit. Furthermore, consumers had higher purchase intentions towards a good fit product than a poor fit product. The research discusses the implications of the findings.

year: 2019

title: Serendipity, shot-gun, strategic: Does it make a difference?

authors: Glover, Marewa

subjects: Maori

abstract: Kaupapa Māori research methodology
demands practical outcomes of tangible
benefit to Māori. This paper reflects on the
steps taken to ensure benefit resulted from
my PhD research on the
cessation of Māori smoking behaviour, and I ask where is that
benefit now?
Ensuring benefit starts before the
project begins when the idea is conceived.
Thus, I first reflect back to the birth of the
idea. Then the consultation undertaken,
and the conduct of the research, is reviewed
with a utilisation focus. The personal costs
undertaking research are then considered
the sections looking at contribution and
career. Finally, the question from the title
this paper is posed. Examples of the
barriers to strategic action, such as,
competition and the difficulty of achieving
consensus are presented. Finally, the
consequences of the research are outlined.

text: Serendipity, shot-gun, strategic: Does it make a difference? Kaupapa Māori research methodology
demands practical outcomes of tangible
benefit to Māori. This paper reflects on the
steps taken to ensure benefit resulted from
my PhD research on the
cessation of Māori smoking behaviour, and I ask where is that
benefit now?
Ensuring benefit starts before the
project begins when the idea is conceived.
Thus, I first reflect back to the birth of the
idea. Then the consultation undertaken,
and the conduct of the research, is reviewed
with a utilisation focus. The personal costs
undertaking research are then considered
the sections looking at contribution and
career. Finally, the question from the title
this paper is posed. Examples of the
barriers to strategic action, such as,
competition and the difficulty of achieving
consensus are presented. Finally, the
consequences of the research are outlined.

year: 2003