title: Developing a survey instrument to evaluate tertiary chemistry students' attitudes and learning experiences

authors: Coll, Richard K.

abstract: New Zealand tertiary institutions, like others worldwide, have experienced a decline in science and chemistry enrolments in recent times as students seek other career paths that they perceive to be more lucrative. In a previous article we described a qualitative study of the learning experiences of students enrolled in a first year chemistry course at a New Zealand tertiary institution. Researchers in education and science education have two choices of methodology, a qualitative or a quantitative approach, and each possesses advantages and disadvantages. Qualitative studies typically use resource intensive data gathering techniques such as interviews. These studies are useful in that they allow researchers to study issues of interest in great depth and, for example, allow investigators to probe for underlying reasons about students' views for abstract scientific concepts. However, because qualitative studies are more labour intensive, they typically involve only small numbers of participants, which in the minds of many researchers and teachers results in a lack of generalisability. In other words, it is not necessarily clear what implications the findings hold in other contexts. In contrast, quantitative studies involve larger numbers of participants. By the judicious use of statistical analysis, researchers can investigate changes and trends, and extrapolate their findings to a large (or target) population. However, whilst the results from quantitative studies are more generalisable, they are often less detailed. Hence researchers are confronted with a trade-off situation in which they must choose between the depth of understanding provided from qualitative studies, versus the generalisability of a quantitative approach: because of this dilemma, increasingly researchers employ a mixed methodology approach. In this paper we describe a quantitative study that complements previous qualitative work. We report on the development of a questionnaire that investigates tertiary level learning experiences of chemistry students, along with their attitude toward chemistry and chemistry self-efficacy.

text: Developing a survey instrument to evaluate tertiary chemistry students' attitudes and learning experiences New Zealand tertiary institutions, like others worldwide, have experienced a decline in science and chemistry enrolments in recent times as students seek other career paths that they perceive to be more lucrative. In a previous article we described a qualitative study of the learning experiences of students enrolled in a first year chemistry course at a New Zealand tertiary institution. Researchers in education and science education have two choices of methodology, a qualitative or a quantitative approach, and each possesses advantages and disadvantages. Qualitative studies typically use resource intensive data gathering techniques such as interviews. These studies are useful in that they allow researchers to study issues of interest in great depth and, for example, allow investigators to probe for underlying reasons about students' views for abstract scientific concepts. However, because qualitative studies are more labour intensive, they typically involve only small numbers of participants, which in the minds of many researchers and teachers results in a lack of generalisability. In other words, it is not necessarily clear what implications the findings hold in other contexts. In contrast, quantitative studies involve larger numbers of participants. By the judicious use of statistical analysis, researchers can investigate changes and trends, and extrapolate their findings to a large (or target) population. However, whilst the results from quantitative studies are more generalisable, they are often less detailed. Hence researchers are confronted with a trade-off situation in which they must choose between the depth of understanding provided from qualitative studies, versus the generalisability of a quantitative approach: because of this dilemma, increasingly researchers employ a mixed methodology approach. In this paper we describe a quantitative study that complements previous qualitative work. We report on the development of a questionnaire that investigates tertiary level learning experiences of chemistry students, along with their attitude toward chemistry and chemistry self-efficacy.

year: 2001

title: Epidemiology of giant cell arteritis in Waikato, Aotearoa New Zealand

authors: van Dantzig, Philippa

subjects: data analytics

abstract: Giant cell arteritis (GCA) is the most common primary vasculitis in adults over 50 years of age. Our primary objective was to assess the incidence and prevalence of GCA in Waikato in a bid to deepen our understanding of the epidemiology of GCA in Aotearoa New Zealand. methods: From January 2014 to December 2022, cases of GCA were identified prospectively and retrospectively through temporal artery ultrasound request lists and temporal artery biopsy histology reports. Using electronic health records, data were collected retrospectively on patient demographics and clinical features. These were used to calculate the incidence, prevalence and standardised mortality ratio (SMR) of GCA in Waikato. results: There were 214 patients diagnosed with GCA over the 9-year period. The majority of patients were European (93.9%, 201/214) with Māori patients being significantly younger than European patients. The mean annual incidence of clinical GCA was 14.7 per 100,000 people over 50 years (95% confidence interval [CI] 12.7–16.6). The SMR was 1.18 (95% CI 0.83–1.52). conclusion: This is the largest study to date on the epidemiology of GCA in Aotearoa New Zealand. The incidence of GCA is comparable to other studies performed in Aotearoa New Zealand and appears to be stable over time. GCA is uncommon in Māori, Pacific Islander and Asian ethnic groups.

text: Epidemiology of giant cell arteritis in Waikato, Aotearoa New Zealand Giant cell arteritis (GCA) is the most common primary vasculitis in adults over 50 years of age. Our primary objective was to assess the incidence and prevalence of GCA in Waikato in a bid to deepen our understanding of the epidemiology of GCA in Aotearoa New Zealand. methods: From January 2014 to December 2022, cases of GCA were identified prospectively and retrospectively through temporal artery ultrasound request lists and temporal artery biopsy histology reports. Using electronic health records, data were collected retrospectively on patient demographics and clinical features. These were used to calculate the incidence, prevalence and standardised mortality ratio (SMR) of GCA in Waikato. results: There were 214 patients diagnosed with GCA over the 9-year period. The majority of patients were European (93.9%, 201/214) with Māori patients being significantly younger than European patients. The mean annual incidence of clinical GCA was 14.7 per 100,000 people over 50 years (95% confidence interval [CI] 12.7–16.6). The SMR was 1.18 (95% CI 0.83–1.52). conclusion: This is the largest study to date on the epidemiology of GCA in Aotearoa New Zealand. The incidence of GCA is comparable to other studies performed in Aotearoa New Zealand and appears to be stable over time. GCA is uncommon in Māori, Pacific Islander and Asian ethnic groups.

year: 2024-03-22

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024