title: Not science as I know it

authors: Campbell, Alison

abstract: By accident I came across the curriculum document for Accelerated Christian Education (ACE), which provides teaching and learning materials to parents who are homeschooling their children. New Zealand students who complete the programme right through to Year 13 gain university entrance. Home Schooling NZ gives parents advice about the ACE programme, but makes it clear that HSNZ does not work for Accelerated Christian Education or sell their teaching and assessment materials. However, I was startled to see the following listed by HSNZ as one of the “distinctives” [sic] of the ACE programme: Each student is taught from a biblical perspective developing critical thinking skills that will enable them to discern what is truly “…the good and acceptable and perfect will of God.” (Romans 12:2)

text: Not science as I know it By accident I came across the curriculum document for Accelerated Christian Education (ACE), which provides teaching and learning materials to parents who are homeschooling their children. New Zealand students who complete the programme right through to Year 13 gain university entrance. Home Schooling NZ gives parents advice about the ACE programme, but makes it clear that HSNZ does not work for Accelerated Christian Education or sell their teaching and assessment materials. However, I was startled to see the following listed by HSNZ as one of the “distinctives” [sic] of the ACE programme: Each student is taught from a biblical perspective developing critical thinking skills that will enable them to discern what is truly “…the good and acceptable and perfect will of God.” (Romans 12:2)

year: 2014

title: An empirical investigation of the obsolescence rate for information systems literature

authors: Cunningham, Sally Jo

subjects: computer science

abstract: A synchronous study has been performed on four years of the International Conference on Information systems (ICIS) proceedings, to determine the obsolescence rate for the field of information systems (as reflected in the sub-topics covered by the ICIS conference). IS is found to have a relatively high obsolescence rate, similar to that of fields in engineering and the technology-dependent "hard" sciences. In addition, this study provides a categorization of the types of documents referenced by IS research, and presents an analysis of the obsolescence rate for these types. This type of categorization permits a finer-grained examination of patterns of information dissemination and use.

text: An empirical investigation of the obsolescence rate for information systems literature A synchronous study has been performed on four years of the International Conference on Information systems (ICIS) proceedings, to determine the obsolescence rate for the field of information systems (as reflected in the sub-topics covered by the ICIS conference). IS is found to have a relatively high obsolescence rate, similar to that of fields in engineering and the technology-dependent "hard" sciences. In addition, this study provides a categorization of the types of documents referenced by IS research, and presents an analysis of the obsolescence rate for these types. This type of categorization permits a finer-grained examination of patterns of information dissemination and use.

year: 1995-05

title: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms.

authors: Hermanns, Christina Leilani

subjects: science

abstract: Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

text: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms. Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

year: 2025-05-29