title: Toward ecological literacy: A permaculture approach to junior secondary science

authors: Lebo, Nelson Fry, III

subjects: ecological literacy

abstract: Environmental, economic, and social trends suggest the need for more sustainable ways of thinking and patterns of behavior. Such a shift would require humanity to function at high levels of ecological literacy, which relies on a certain amount of scientific literacy. However, troubling evidence indicates an international pattern of student disengagement with science at the secondary level. Evidence also suggests that it is difficult to integrate environmental or sustainability education at this level, both within New Zealand and elsewhere. This research was aimed at examining the use of a novel approach, using permaculture, in junior secondary science (years 9 and 10) to enhance students‘ ecological and scientific literacy, as well as their attitudes toward studying science in school.

Permaculture is an ecological design system based on science and ethics. A permaculture approach to science education involves eco-design thinking as well as the use of local permaculture properties and practitioners, and the science behind common permaculture practices. The approach is also meant to be relevant and engaging, and to promote systems thinking. This study involved the design and delivery of an intervention based on permaculture principles to one year 10 science class in New Zealand.

Research took the form of a naturalistic, interpretive, mixed methods case study, which included the use of questionnaires, interviews, and observations. Data collection focused on the impacts of a permaculture approach on the teaching and learning of science, on students‘ ecological literacy, and on students‘ attitudes toward learning science in school. Pre- and post-intervention questionnaires probed students‘ opinions on the environment, science, and learning science in school, and tested their sustainable thinking and systems thinking with concept mapping and SOLO Taxonomy exercises. Classroom observations took place over the course of 12 weeks, on average 3 days per week, totaling 31 days. Before and after some classroom visits I had informal conversations with the teacher, along with three formal interviews before, during and after the intervention. Three focus groups of students were interviewed immediately following the intervention.

Findings show that a permaculture approach to junior secondary science can impact positively on students‘ understanding of science and sustainability, and may impact on their attitudes toward studying science in school. It also appeared to impact positively on the science teacher‘s attitude toward including sustainability in his teaching practice, and on his own sustainability learning. Regarding both students and teachers, a permaculture approach appears to have been effective to cultivate attitudes and trellis learning. 

The teacher and the students responded favorably to many aspects of the intervention, including the overall focus on the environment, the field trips, and some classroom learning activities. The teacher reported appreciating the way the intervention contextualized science with real world examples. Most students reported appreciating the experiential aspects of the intervention, as well as the relevance that a permaculture approach to science education provided. Findings indicate that advances in ecological and scientific literacy varied among students. Some students appeared: to improve their use of science and sustainability vocabulary; to become more aware of select socio-scientific issues; and, to better recognize scientific and ecological limits and possibilities. Some students also showed advances in sustainable thinking and systems thinking. Although many students expressed concern about issues such as pollution, wildlife, and genetic engineering – and prioritized protecting the environment over making money – there appeared to be a disconnect between these feelings and a sense of personal responsibility to act. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school.

Trends in environmental degradation, population growth, energy inflation, and economic stagnation – especially pronounced since the beginning of this inquiry in 2008 – indicate that the world of the future will require ecologically literate citizens who can design and create truly sustainable systems for all human endeavors. Cultivating such citizens, and trellising their science and sustainability learning has implications for science education. This thesis identifies an innovative approach for junior secondary science in New Zealand that provides a way towards a more sustainable future.

text: Toward ecological literacy: A permaculture approach to junior secondary science Environmental, economic, and social trends suggest the need for more sustainable ways of thinking and patterns of behavior. Such a shift would require humanity to function at high levels of ecological literacy, which relies on a certain amount of scientific literacy. However, troubling evidence indicates an international pattern of student disengagement with science at the secondary level. Evidence also suggests that it is difficult to integrate environmental or sustainability education at this level, both within New Zealand and elsewhere. This research was aimed at examining the use of a novel approach, using permaculture, in junior secondary science (years 9 and 10) to enhance students‘ ecological and scientific literacy, as well as their attitudes toward studying science in school.

Permaculture is an ecological design system based on science and ethics. A permaculture approach to science education involves eco-design thinking as well as the use of local permaculture properties and practitioners, and the science behind common permaculture practices. The approach is also meant to be relevant and engaging, and to promote systems thinking. This study involved the design and delivery of an intervention based on permaculture principles to one year 10 science class in New Zealand.

Research took the form of a naturalistic, interpretive, mixed methods case study, which included the use of questionnaires, interviews, and observations. Data collection focused on the impacts of a permaculture approach on the teaching and learning of science, on students‘ ecological literacy, and on students‘ attitudes toward learning science in school. Pre- and post-intervention questionnaires probed students‘ opinions on the environment, science, and learning science in school, and tested their sustainable thinking and systems thinking with concept mapping and SOLO Taxonomy exercises. Classroom observations took place over the course of 12 weeks, on average 3 days per week, totaling 31 days. Before and after some classroom visits I had informal conversations with the teacher, along with three formal interviews before, during and after the intervention. Three focus groups of students were interviewed immediately following the intervention.

Findings show that a permaculture approach to junior secondary science can impact positively on students‘ understanding of science and sustainability, and may impact on their attitudes toward studying science in school. It also appeared to impact positively on the science teacher‘s attitude toward including sustainability in his teaching practice, and on his own sustainability learning. Regarding both students and teachers, a permaculture approach appears to have been effective to cultivate attitudes and trellis learning. 

The teacher and the students responded favorably to many aspects of the intervention, including the overall focus on the environment, the field trips, and some classroom learning activities. The teacher reported appreciating the way the intervention contextualized science with real world examples. Most students reported appreciating the experiential aspects of the intervention, as well as the relevance that a permaculture approach to science education provided. Findings indicate that advances in ecological and scientific literacy varied among students. Some students appeared: to improve their use of science and sustainability vocabulary; to become more aware of select socio-scientific issues; and, to better recognize scientific and ecological limits and possibilities. Some students also showed advances in sustainable thinking and systems thinking. Although many students expressed concern about issues such as pollution, wildlife, and genetic engineering – and prioritized protecting the environment over making money – there appeared to be a disconnect between these feelings and a sense of personal responsibility to act. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school.

Trends in environmental degradation, population growth, energy inflation, and economic stagnation – especially pronounced since the beginning of this inquiry in 2008 – indicate that the world of the future will require ecologically literate citizens who can design and create truly sustainable systems for all human endeavors. Cultivating such citizens, and trellising their science and sustainability learning has implications for science education. This thesis identifies an innovative approach for junior secondary science in New Zealand that provides a way towards a more sustainable future.

year: 2012

title: Thermotolerant purple nonsulfur bacteria from New Zealand geothermal areas

authors: Charlton, Peter John

abstract: Purple nonsulfur bacteria (PNSB) are a metabolically and nutritionally diverse group of photosynthetic organisms that have been isolated from many environments. Three thermotolerant or mildly thermophilic strains are known from thermal areas in the United States and Japan. Only mesophilic isolates have been obtained from Russian hot springs. 

Enrichment cultures selective for PNSB were set up on samples taken from a range of New Zealand geothermal areas. Photosynthetic purple bacteria could readily be isolated from Waimangu and Orakei Korako samples, but could not be isolated from Tokaanu mats. In total, 35 isolates belonging to the genera Rhodopseudomonas, Rhodoplanes, Blastochloris, Rubrivivax, Rhodomicrobium, Rhodospirillum and Phaeospirillum were obtained from 18 positive sample sites. The majority of isolates grew optimally around 40°C and had temperature maxima ranging from 43 to 47°C. Other isolates had lower optima and were thermotolerant. Many Rhodoplanes and Blastochloris isolates represented novel genospecies, though some could not be unambiguously distinguished by their phenotypic properties. The novel species Rhodoplanes venustus sp. nov., Rhodoplanes segnis sp. nov., and Phaeospirillum tepidarium sp. nov. are proposed. 

Molecular methods were used to specifically detect photosynthetic purple bacteria. A clone library of photosynthetic reaction centre pufL genes amplified from an Orakei Korako mat sample was constructed and screened. No clone sequences were identical to those of organisms isolated previously or in the current study. The clone library was dominated by sequences attributable to aerobic anoxygenic phototrophic bacteria. Four novel pufL sequences attributable to purple nonsulfur bacteria were obtained.

Rhodoplanes strains possessed the ability to use nicotinic acid as sole source of carbon and nitrogen, via a pathway that includes 6-hydroxynicotinate and glutarate as intermediates, as are in the Azorhizobium caulinodans pathway. Unlike other nicotinic-acid degrading organisms, growth of Rhodoplanes on nicotinate was not inhibited by addition of tungstate.

text: Thermotolerant purple nonsulfur bacteria from New Zealand geothermal areas Purple nonsulfur bacteria (PNSB) are a metabolically and nutritionally diverse group of photosynthetic organisms that have been isolated from many environments. Three thermotolerant or mildly thermophilic strains are known from thermal areas in the United States and Japan. Only mesophilic isolates have been obtained from Russian hot springs. 

Enrichment cultures selective for PNSB were set up on samples taken from a range of New Zealand geothermal areas. Photosynthetic purple bacteria could readily be isolated from Waimangu and Orakei Korako samples, but could not be isolated from Tokaanu mats. In total, 35 isolates belonging to the genera Rhodopseudomonas, Rhodoplanes, Blastochloris, Rubrivivax, Rhodomicrobium, Rhodospirillum and Phaeospirillum were obtained from 18 positive sample sites. The majority of isolates grew optimally around 40°C and had temperature maxima ranging from 43 to 47°C. Other isolates had lower optima and were thermotolerant. Many Rhodoplanes and Blastochloris isolates represented novel genospecies, though some could not be unambiguously distinguished by their phenotypic properties. The novel species Rhodoplanes venustus sp. nov., Rhodoplanes segnis sp. nov., and Phaeospirillum tepidarium sp. nov. are proposed. 

Molecular methods were used to specifically detect photosynthetic purple bacteria. A clone library of photosynthetic reaction centre pufL genes amplified from an Orakei Korako mat sample was constructed and screened. No clone sequences were identical to those of organisms isolated previously or in the current study. The clone library was dominated by sequences attributable to aerobic anoxygenic phototrophic bacteria. Four novel pufL sequences attributable to purple nonsulfur bacteria were obtained.

Rhodoplanes strains possessed the ability to use nicotinic acid as sole source of carbon and nitrogen, via a pathway that includes 6-hydroxynicotinate and glutarate as intermediates, as are in the Azorhizobium caulinodans pathway. Unlike other nicotinic-acid degrading organisms, growth of Rhodoplanes on nicotinate was not inhibited by addition of tungstate.

year: 2002

title: Microsoft Translator Hub for Māori language

authors: Keegan, Te Taka Adrian Gregory

subjects: computer science

abstract: Recent improvements in Machine Translation (MT) software has opened new possibilities for applications of automatic language translation. But can these opportunities exist for the smaller, minority languages of the world? Training data was collected for the language pair of Māori and English which was used to build an MT system using Microsoft’s Translator Hub software. A comparative analysis was undertaken with this system and Google Translate. Various MT metrics and analysis software was considered before deciding to use the Asiya toolkit to undertake the comparative analysis. Māori language experts were also used to provide a human perspective on the output translations. The overall results showed no significant difference in the translation quality produced by the two systems. Despite some misgivings around the accuracy of the translations these results do show promise for MT usage by minority languages.

text: Microsoft Translator Hub for Māori language Recent improvements in Machine Translation (MT) software has opened new possibilities for applications of automatic language translation. But can these opportunities exist for the smaller, minority languages of the world? Training data was collected for the language pair of Māori and English which was used to build an MT system using Microsoft’s Translator Hub software. A comparative analysis was undertaken with this system and Google Translate. Various MT metrics and analysis software was considered before deciding to use the Asiya toolkit to undertake the comparative analysis. Māori language experts were also used to provide a human perspective on the output translations. The overall results showed no significant difference in the translation quality produced by the two systems. Despite some misgivings around the accuracy of the translations these results do show promise for MT usage by minority languages.

year: 2018