title: Good practice in international placements: Ideas for students and tertiary staff

authors: Lowe, Simon

abstract: This publication considers seven key aspects that drive good practice in international field education.
Its intention is to help guide educators and students who are considering or developing international placements.
The experiences described in this booklet were with social work programmes; however, it is expected that the information can be applied to courses across a spectrum of disciplines.
This booklet considers seven key aspects that drive good practice in international field education.
The template for good practice is adapted from Martin, Rees and Edwards (2011) with the additional elements of skill development and placement debriefing, as these are essential aspects for good practice in international placements (and arguably, all placements) (Hay, Keen, Thomson & Emerman, 2011; Hay & Lowe, 2016 under review).
The inclusion of student perspectives adds a personal and experience-informed voice to each of the elements.

text: Good practice in international placements: Ideas for students and tertiary staff This publication considers seven key aspects that drive good practice in international field education.
Its intention is to help guide educators and students who are considering or developing international placements.
The experiences described in this booklet were with social work programmes; however, it is expected that the information can be applied to courses across a spectrum of disciplines.
This booklet considers seven key aspects that drive good practice in international field education.
The template for good practice is adapted from Martin, Rees and Edwards (2011) with the additional elements of skill development and placement debriefing, as these are essential aspects for good practice in international placements (and arguably, all placements) (Hay, Keen, Thomson & Emerman, 2011; Hay & Lowe, 2016 under review).
The inclusion of student perspectives adds a personal and experience-informed voice to each of the elements.

year: 2016

title: The description and modification of children's views of plant nutrition

authors: Barker, Miles

abstract: This study lies within the constructivist tradition in science education which holds that the learner's prior knowledge is a key factor in concept development. The topic was photosynthesis, which was known to be difficult for students although little was known of their prior understandings about plant activities. A three phase research programme was designed to arrive at a description of these pre-teach views (Part 1) and to use this knowledge in an action research programme which modified children's existing knowledge more effectively than current classroom practice (Part 2), 
Phase I comprised interviews with 28 pupils (aged 8 to 17 years). This lead to Phase II in which nearly 6000 pencil-and-paper survey responses were obtained from students from standard four (10- year-olds) to first year university (18+ years). The interviews and surveys showed that pre-teach children had a number of separate views about plant drinking, plant breathing, plant growth, how plants acquire energy, and plant feeding (these were collectively identified as views about 'plant nutrition'), but the children did not possess knowledge directly comparable with photosynthesis. As with earlier scientists' explanations, analogies and metaphors relating plants to animals were important in children's understandings. In contrast with what is known about children's prior knowledge generally, their views about plant nutrition were held with varying degrees of conviction and on some issues no views were evident. 
Phase III approached classroom action research by evaluating three existing strategies. Each of these (the guided discovery, element analysis, and trophic conflict strategies) was found to be deficient because children's prior knowledge was not considered and/or the scientists' view was not adequately addressed (i.e. food-making was considered at the expense of carbohydrate production or energy storage). A new strategy which explored the material aspects of photosynthesis (carbohydrate production)and which was based on the generative learning model was developed.
The new strategy resulted in a teaching package entitled "Where Does The Wood Come From?" which was trialled by an experienced and sympathetic teacher with a middle ability class of 26 fourth formers (14-year-olds). The class was observed throughout the four weeks of teaching, and individual students were also interviewed out of class at key times. After this unit, 71% of the students had acquired a view of photosynthesis as a carbohydrate-producing process. This contrasted with the usual guided discovery strategy, where a foodmaking view was the major outcome. Important observations were that the students perceived the unit as non-threatening, and that they underestimated the importance of their own ideas.
The study also documented some practical applications of the generative learning model (and constructivist theory generally) in the classroom. Investigations 1 surveys, a self-teach booklet, and a series of checkpoints were developed, and these features of the teaching package may have wider application. Also, it was suggested that the apparent similarities between children's views and those of earlier scientists may be used to facilitate classroom discussion and expose ideas. The findings of the action research resulted in suggested modifications to the generative learning model itself, especially its apparently sequential nature.

text: The description and modification of children's views of plant nutrition This study lies within the constructivist tradition in science education which holds that the learner's prior knowledge is a key factor in concept development. The topic was photosynthesis, which was known to be difficult for students although little was known of their prior understandings about plant activities. A three phase research programme was designed to arrive at a description of these pre-teach views (Part 1) and to use this knowledge in an action research programme which modified children's existing knowledge more effectively than current classroom practice (Part 2), 
Phase I comprised interviews with 28 pupils (aged 8 to 17 years). This lead to Phase II in which nearly 6000 pencil-and-paper survey responses were obtained from students from standard four (10- year-olds) to first year university (18+ years). The interviews and surveys showed that pre-teach children had a number of separate views about plant drinking, plant breathing, plant growth, how plants acquire energy, and plant feeding (these were collectively identified as views about 'plant nutrition'), but the children did not possess knowledge directly comparable with photosynthesis. As with earlier scientists' explanations, analogies and metaphors relating plants to animals were important in children's understandings. In contrast with what is known about children's prior knowledge generally, their views about plant nutrition were held with varying degrees of conviction and on some issues no views were evident. 
Phase III approached classroom action research by evaluating three existing strategies. Each of these (the guided discovery, element analysis, and trophic conflict strategies) was found to be deficient because children's prior knowledge was not considered and/or the scientists' view was not adequately addressed (i.e. food-making was considered at the expense of carbohydrate production or energy storage). A new strategy which explored the material aspects of photosynthesis (carbohydrate production)and which was based on the generative learning model was developed.
The new strategy resulted in a teaching package entitled "Where Does The Wood Come From?" which was trialled by an experienced and sympathetic teacher with a middle ability class of 26 fourth formers (14-year-olds). The class was observed throughout the four weeks of teaching, and individual students were also interviewed out of class at key times. After this unit, 71% of the students had acquired a view of photosynthesis as a carbohydrate-producing process. This contrasted with the usual guided discovery strategy, where a foodmaking view was the major outcome. Important observations were that the students perceived the unit as non-threatening, and that they underestimated the importance of their own ideas.
The study also documented some practical applications of the generative learning model (and constructivist theory generally) in the classroom. Investigations 1 surveys, a self-teach booklet, and a series of checkpoints were developed, and these features of the teaching package may have wider application. Also, it was suggested that the apparent similarities between children's views and those of earlier scientists may be used to facilitate classroom discussion and expose ideas. The findings of the action research resulted in suggested modifications to the generative learning model itself, especially its apparently sequential nature.

year: 1986

title: Upsetting Geographies: Sacred Spaces of Matata

authors: Brown, Keri Aroha Michelle

subjects: sacred

abstract: My research focuses on the emotional experience of the unearthing of ancestral bones for local Māori of Matata. The coastal town of Matata in the Eastern Bay of Plenty provides a central case study location as it is a town that is facing the pressure of coastal residential development as well the added strain of dealing with the 2005 flood which has compounded issues over local waahi tapu.  Local iwi have continued to actively advocate for the protection of these sites especially with regard to the ongoing discovery of ancestral bones.

Cultural and emotional geographies provide the theoretical framework for this research. This framework has been particularly useful as it encourages reflexive commentary and alternative ways of approaching and thinking about, and understanding knowledge. I have incorporated the research paradigm of kaupapa Māori which complements my theoretical framework by producing a research design that is organised and shaped according to tikanga Māori while (in) advertently critiquing and challenging traditional ways of conducting research. The overall aim is to explore the current issues surrounding the discovery of ancestral bones through korero with local iwi members. It is through their perspectives, stories, beliefs and opinions that provide a better understanding of the meanings attributed to waahi tapu and the influence of certain events such as the 2005 flood. I examine, critically the relationship between power, sacred sites, bones and the body. 

It is from these objectives that I contribute to an area of scholarship that has been largely left out from geographical enquiry. I suggest that the importance of sacredness and spirituality has been relatively overlooked as an influential factor in people's perceptions of the world around them. This thesis is intended to demonstrate the value of indigenous perspectives of bones, the body and sacredness as a way of better understanding some of the complexities that can arise when cross-cultural approaches collide in environmental planning.  

There are three main themes that have emerged from this research. The first theme has to do with competing knowledges. To Māori, the location and knowledge of ancestral bones is culturally important and is in its self sacred, therefore certain tikanga is applied as a means of a protection mechanism. However this ideologically clashes with traditional scientific western approaches which are privileged over other alternative ways of understanding knowledge, in this case Māori knowledge. The second related theme concerns the process of boundary making and cross-cultural ways of perceiving 'sacred' and 'everyday' spaces. To better understand these perspectives involves acknowledging the embodied and emotional experience of wāhi tapu to Māori, and the active role of kaitiaki in the protection and careful management of these culturally important spaces.

text: Upsetting Geographies: Sacred Spaces of Matata My research focuses on the emotional experience of the unearthing of ancestral bones for local Māori of Matata. The coastal town of Matata in the Eastern Bay of Plenty provides a central case study location as it is a town that is facing the pressure of coastal residential development as well the added strain of dealing with the 2005 flood which has compounded issues over local waahi tapu.  Local iwi have continued to actively advocate for the protection of these sites especially with regard to the ongoing discovery of ancestral bones.

Cultural and emotional geographies provide the theoretical framework for this research. This framework has been particularly useful as it encourages reflexive commentary and alternative ways of approaching and thinking about, and understanding knowledge. I have incorporated the research paradigm of kaupapa Māori which complements my theoretical framework by producing a research design that is organised and shaped according to tikanga Māori while (in) advertently critiquing and challenging traditional ways of conducting research. The overall aim is to explore the current issues surrounding the discovery of ancestral bones through korero with local iwi members. It is through their perspectives, stories, beliefs and opinions that provide a better understanding of the meanings attributed to waahi tapu and the influence of certain events such as the 2005 flood. I examine, critically the relationship between power, sacred sites, bones and the body. 

It is from these objectives that I contribute to an area of scholarship that has been largely left out from geographical enquiry. I suggest that the importance of sacredness and spirituality has been relatively overlooked as an influential factor in people's perceptions of the world around them. This thesis is intended to demonstrate the value of indigenous perspectives of bones, the body and sacredness as a way of better understanding some of the complexities that can arise when cross-cultural approaches collide in environmental planning.  

There are three main themes that have emerged from this research. The first theme has to do with competing knowledges. To Māori, the location and knowledge of ancestral bones is culturally important and is in its self sacred, therefore certain tikanga is applied as a means of a protection mechanism. However this ideologically clashes with traditional scientific western approaches which are privileged over other alternative ways of understanding knowledge, in this case Māori knowledge. The second related theme concerns the process of boundary making and cross-cultural ways of perceiving 'sacred' and 'everyday' spaces. To better understand these perspectives involves acknowledging the embodied and emotional experience of wāhi tapu to Māori, and the active role of kaitiaki in the protection and careful management of these culturally important spaces.

year: 2008