title: A continuous 5300-yr Holocene cryptotephrostratigraphic record from northern New Zealand and implications for tephrochronology and volcanic-hazard assessment.

authors: Gehrels, Maria J.

subjects: crytotephra

abstract: A continuous  5280 calendar (cal.) yr long cryptotephrostratigraphic record of a peat core from northern New Zealand demonstrates that cryptotephra studies can enhance conventional tephra records by extending the known distribution of ash fall and enabling re-assessment of volcanic hazards. A systematic sampling strategy was used to locate peaks in glass-shard concentrations and to determine loci of individual geochemical populations, and a palynological method involving spiking samples with Lycopodium spores was adapted to facilitate accurate counting of glass-shard concentrations. Using glass shard major element compositions, and a core chronology based on eight AMS 14C ages and two visible macroscopic tephra layers, Taupo Tephra (Unit Y) (1688-1748 cal. BP) and Tuhua Tephra (6800-7230 cal. BP) (2cr-age ranges), four cryptotephras were correlated with known eruptions: Whakaipo (Unit V) (2743-2782 cal. BP), Stent (Unit Q) (4240-4510 cal. BP), and Unit K (4970-5290 cal. BP), erupted from Taupo Volcanic Centre, and Whakatane Tephra (5470-5600 cal. BP) erupted from Okataina Volcanic Centre. Mixed glass populations were found in the core, most likely an artefact of post-depositional remobilization of shards vertically (both up and down) in the peat or on its surface by wind, or a result of closely spaced eruption events, or a combination of these. A secondary glass population identified within the macroscopic Taupo Tephra was tentatively attributed to either an earlier phase within that eruption or to mixing with a slightly older Taupo-derived eruptive or (less likely) a currently unknown Okataina-derived eruptive. These results indicate that, in the absence of continuous cryptotephrostratigraphic analysis, a peak in shard concentrations may not in itself be indicative of the ‘true’ stratigraphic (ie, isochronous) level of a tephra layer. For cryptotephra studies of peat cores, we recommend (1) using a detailed sampling strategy for the analysis of distal tephra-derived glass to detect and account for any mixed populations and possible vertical spread of glass shards through the peat, and (2) analysing more shards from larger samples to help ‘capture’ sparsely represented cryptic andesitic tephra deposits.

text: A continuous 5300-yr Holocene cryptotephrostratigraphic record from northern New Zealand and implications for tephrochronology and volcanic-hazard assessment. A continuous  5280 calendar (cal.) yr long cryptotephrostratigraphic record of a peat core from northern New Zealand demonstrates that cryptotephra studies can enhance conventional tephra records by extending the known distribution of ash fall and enabling re-assessment of volcanic hazards. A systematic sampling strategy was used to locate peaks in glass-shard concentrations and to determine loci of individual geochemical populations, and a palynological method involving spiking samples with Lycopodium spores was adapted to facilitate accurate counting of glass-shard concentrations. Using glass shard major element compositions, and a core chronology based on eight AMS 14C ages and two visible macroscopic tephra layers, Taupo Tephra (Unit Y) (1688-1748 cal. BP) and Tuhua Tephra (6800-7230 cal. BP) (2cr-age ranges), four cryptotephras were correlated with known eruptions: Whakaipo (Unit V) (2743-2782 cal. BP), Stent (Unit Q) (4240-4510 cal. BP), and Unit K (4970-5290 cal. BP), erupted from Taupo Volcanic Centre, and Whakatane Tephra (5470-5600 cal. BP) erupted from Okataina Volcanic Centre. Mixed glass populations were found in the core, most likely an artefact of post-depositional remobilization of shards vertically (both up and down) in the peat or on its surface by wind, or a result of closely spaced eruption events, or a combination of these. A secondary glass population identified within the macroscopic Taupo Tephra was tentatively attributed to either an earlier phase within that eruption or to mixing with a slightly older Taupo-derived eruptive or (less likely) a currently unknown Okataina-derived eruptive. These results indicate that, in the absence of continuous cryptotephrostratigraphic analysis, a peak in shard concentrations may not in itself be indicative of the ‘true’ stratigraphic (ie, isochronous) level of a tephra layer. For cryptotephra studies of peat cores, we recommend (1) using a detailed sampling strategy for the analysis of distal tephra-derived glass to detect and account for any mixed populations and possible vertical spread of glass shards through the peat, and (2) analysing more shards from larger samples to help ‘capture’ sparsely represented cryptic andesitic tephra deposits.

year: 2006-02

title: Enhancing teachers’ understanding of young students’ learning in technology

authors: Fox-Turnbull, Wendy

subjects: Formative Assessment

abstract: This paper describes a study of teachers’ understanding of teaching and learning and the formative assessment of students aged 4-7 years of age in technology education. The research aimed at assisting teachers’ understanding of learning in technology through the use of an observation and questioning framework, a tool to formatively assess aspects of technology. This study applied aspects of building learning power to facilitate the development of dispositions and attitudes including the building of students’ confidence and self-belief in their capabilities, within four aspects of learning and across five pre-determined behaviours relevant to technology education. The study employed qualitative research methods to assist teachers in the use of an observation and conversation framework aimed to improve their ability to formatively assess their students and their ability to give specific feedback in technology. The framework was presented to the teachers prior to teaching. Subsequent observations and interviews were used to gauge teachers’ developed understandings of students’ thinking and learning in technology. Their opinions and recommendations for improvements of the framework were also sought. The study shows that framework presented a number of benefits for teachers in two areas. It gave them considerable insight into aspects of technology and how students learn in technology and it also enhanced teachers’ understanding of technology and student behaviours that influence learning.

text: Enhancing teachers’ understanding of young students’ learning in technology This paper describes a study of teachers’ understanding of teaching and learning and the formative assessment of students aged 4-7 years of age in technology education. The research aimed at assisting teachers’ understanding of learning in technology through the use of an observation and questioning framework, a tool to formatively assess aspects of technology. This study applied aspects of building learning power to facilitate the development of dispositions and attitudes including the building of students’ confidence and self-belief in their capabilities, within four aspects of learning and across five pre-determined behaviours relevant to technology education. The study employed qualitative research methods to assist teachers in the use of an observation and conversation framework aimed to improve their ability to formatively assess their students and their ability to give specific feedback in technology. The framework was presented to the teachers prior to teaching. Subsequent observations and interviews were used to gauge teachers’ developed understandings of students’ thinking and learning in technology. Their opinions and recommendations for improvements of the framework were also sought. The study shows that framework presented a number of benefits for teachers in two areas. It gave them considerable insight into aspects of technology and how students learn in technology and it also enhanced teachers’ understanding of technology and student behaviours that influence learning.

year: 2017

title: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand

authors: Jackson, Ryan

abstract: This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

text: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

year: 2025