title: Year 8 Students Perceptions of Science and Scientists

authors: Narayan, Chhaya

abstract: The perceptions students have of science and scientists influence their engagement with the subject. These perceptions are formed through exposure to scientific practices at school and outside of school, as well as by how science and scientists are portrayed. Internationally and nationally there is growing concern about the decline in students studying science beyond what is compulsory. Studies have reported that students’ ideas about scientists are dominated by stereotypical images and, while the idea of the ‘mad male scientist’ has changed over time, contemporary images that represent the ways how scientists work are still absent from many students’ experiences. In response to this concern resources have been developed to provide examples of working scientists, one of which is the New Zealand Science Learning Hub website. The use of ICT resources like this one requires technological pedagogical content knowledge, in order for it to provide meaningful learning experiences. Evidence is now needed to ascertain whether or not such resources have much influence on the ways students think about science. This study sought to explore 38 year eight students’ ideas about scientists and to observe any changes that occurred through the watching of online video narratives about scientists. The data collection methods used were drawings, classroom observations and semi-structured interviews. The results of this study reveal that the students tested were generally positive about learning science at school and had a good understanding of what scientists did. However, students’ knowledge was limited to their classroom experiences and students who participated in extra-curricular science activities displayed an advanced understanding. The video intervention showed that students who had limited science experiences showed a shift in their perceptions of science and scientists. This study suggests that to keep students engaged in science and to improve their attitudes towards science, meaningful intervention needs to occur. Teachers need to invite students’ to share their funds of knowledge and their experiences. Using meaningful resources such as those found on the Science Learning Hub website can enhance students’ understanding of science and scientists.

text: Year 8 Students Perceptions of Science and Scientists The perceptions students have of science and scientists influence their engagement with the subject. These perceptions are formed through exposure to scientific practices at school and outside of school, as well as by how science and scientists are portrayed. Internationally and nationally there is growing concern about the decline in students studying science beyond what is compulsory. Studies have reported that students’ ideas about scientists are dominated by stereotypical images and, while the idea of the ‘mad male scientist’ has changed over time, contemporary images that represent the ways how scientists work are still absent from many students’ experiences. In response to this concern resources have been developed to provide examples of working scientists, one of which is the New Zealand Science Learning Hub website. The use of ICT resources like this one requires technological pedagogical content knowledge, in order for it to provide meaningful learning experiences. Evidence is now needed to ascertain whether or not such resources have much influence on the ways students think about science. This study sought to explore 38 year eight students’ ideas about scientists and to observe any changes that occurred through the watching of online video narratives about scientists. The data collection methods used were drawings, classroom observations and semi-structured interviews. The results of this study reveal that the students tested were generally positive about learning science at school and had a good understanding of what scientists did. However, students’ knowledge was limited to their classroom experiences and students who participated in extra-curricular science activities displayed an advanced understanding. The video intervention showed that students who had limited science experiences showed a shift in their perceptions of science and scientists. This study suggests that to keep students engaged in science and to improve their attitudes towards science, meaningful intervention needs to occur. Teachers need to invite students’ to share their funds of knowledge and their experiences. Using meaningful resources such as those found on the Science Learning Hub website can enhance students’ understanding of science and scientists.

year: 2011

title: Does respondent perception of the status quo matter in non-market valuation with choice experiments? An application to New Zealand freshwater streams

authors: Marsh, Dan

subjects: choice experiments

abstract: In environmental valuation studies with stated preference methods, researchers often provide descriptions of status quo conditions which may differ from those perceived by respondents. Ignoring this difference in utility baselines may affect the magnitude of utility changes and hence bias the implied estimates of benefits from the proposed environmental policies. We investigate this issue using data from a choice experiment on a community’s willingness to pay for water quality improvements in streams. More than 60 percent of respondents perceived the description of the quality of water in streams to be better than the one we provided in our scenario. Our results show that respondents who could provide details of their perception of the status quo displayed stronger preferences for water quality improvements - hence a higher marginal willingness to pay - than their counterparts. Respondents who opted for their own status quo description displayed a higher inclination to remain in the status quo, while their counterparts displayed the contrary. We argue this might be linked to the amount of knowledge each group displayed about the status quo: a kind of reluctance to leave what one knows well.

text: Does respondent perception of the status quo matter in non-market valuation with choice experiments? An application to New Zealand freshwater streams In environmental valuation studies with stated preference methods, researchers often provide descriptions of status quo conditions which may differ from those perceived by respondents. Ignoring this difference in utility baselines may affect the magnitude of utility changes and hence bias the implied estimates of benefits from the proposed environmental policies. We investigate this issue using data from a choice experiment on a community’s willingness to pay for water quality improvements in streams. More than 60 percent of respondents perceived the description of the quality of water in streams to be better than the one we provided in our scenario. Our results show that respondents who could provide details of their perception of the status quo displayed stronger preferences for water quality improvements - hence a higher marginal willingness to pay - than their counterparts. Respondents who opted for their own status quo description displayed a higher inclination to remain in the status quo, while their counterparts displayed the contrary. We argue this might be linked to the amount of knowledge each group displayed about the status quo: a kind of reluctance to leave what one knows well.

year: 2010-07

title: Research support in New Zealand University Libraries

authors: Howie, Jess

abstract: Researcher-facing librarians in New Zealand are providing guidance across more of the research lifecycle than ever before in response to an increasingly complex scholarly ecosystem. This research explored the development of research support through survey responses from all eight New Zealand University Libraries. From the responses it was possible to ascertain the level of services offered or planned in the four key areas of research impact, Research Data Management, scholarly communication and Kaupapa Māori research. Skills gaps and barriers to service development were also identified. Comparison with an earlier study revealed that research impact and Research Data Management services have developed well over the last 6 years. A good level of maturity was identified in scholarly communication services but support for Kaupapa Māori research was identified as an area for development. Barriers to service development included lack of resourcing and low recognition of library value from the wider institution.

text: Research support in New Zealand University Libraries Researcher-facing librarians in New Zealand are providing guidance across more of the research lifecycle than ever before in response to an increasingly complex scholarly ecosystem. This research explored the development of research support through survey responses from all eight New Zealand University Libraries. From the responses it was possible to ascertain the level of services offered or planned in the four key areas of research impact, Research Data Management, scholarly communication and Kaupapa Māori research. Skills gaps and barriers to service development were also identified. Comparison with an earlier study revealed that research impact and Research Data Management services have developed well over the last 6 years. A good level of maturity was identified in scholarly communication services but support for Kaupapa Māori research was identified as an area for development. Barriers to service development included lack of resourcing and low recognition of library value from the wider institution.

year: 2019-01-01