title: Developing students’ futures thinking in science education

authors: Jones, Alister

subjects: classroom research

abstract: Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students’ values discourse, fostering students’ analytical and critical thinking skills, and empowering individuals and communities to envisage, value, and work towards alternative futures. This paper develops a conceptual framework to support teachers’ planning and students’ futures thinking in the context of socio-scientific issues. The key components of the framework include understanding the current situation, analysing relevant trends, identifying drivers, exploring possible and probable futures, and selecting preferable futures. Each component is explored at a personal, local, national, and global level. The framework was implemented and evaluated in three classrooms across Years 4–12 (8 to 16-year olds) and findings suggest it has the potential to support teachers in designing engaging science programmes in which futures thinking skills can be developed.

text: Developing students’ futures thinking in science education Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students’ values discourse, fostering students’ analytical and critical thinking skills, and empowering individuals and communities to envisage, value, and work towards alternative futures. This paper develops a conceptual framework to support teachers’ planning and students’ futures thinking in the context of socio-scientific issues. The key components of the framework include understanding the current situation, analysing relevant trends, identifying drivers, exploring possible and probable futures, and selecting preferable futures. Each component is explored at a personal, local, national, and global level. The framework was implemented and evaluated in three classrooms across Years 4–12 (8 to 16-year olds) and findings suggest it has the potential to support teachers in designing engaging science programmes in which futures thinking skills can be developed.

year: 2012

title: Visiting friends and relatives (VFR) in the Bay of Plenty

authors: Cave, Jennifer Barbara Jane

abstract: Tourism Bay of Plenty is interested to know whether local hosts of visiting friends and relatives (VFR) might be encouraged to play a larger part in the tourism economy of the Bay.
This survey of 699 individuals gives a 4-week snapshot of VFR activity in the Bay of Plenty in summer 2016 including Auckland Anniversary and Waitangi Days; and a week at Easter during the Tauranga Jazz Festival.
Issues investigated are: VFR profile, social dynamics which affect participation; activity patterns; the image of the Bay of Plenty; destination management issues that affect image; and the impact that VFR have on the visitor economy.

text: Visiting friends and relatives (VFR) in the Bay of Plenty Tourism Bay of Plenty is interested to know whether local hosts of visiting friends and relatives (VFR) might be encouraged to play a larger part in the tourism economy of the Bay.
This survey of 699 individuals gives a 4-week snapshot of VFR activity in the Bay of Plenty in summer 2016 including Auckland Anniversary and Waitangi Days; and a week at Easter during the Tauranga Jazz Festival.
Issues investigated are: VFR profile, social dynamics which affect participation; activity patterns; the image of the Bay of Plenty; destination management issues that affect image; and the impact that VFR have on the visitor economy.

year: 2016

title: What (actually) matters in literacy education: Contributions from community psychology

authors: Furness, Jane Amanda

subjects: Family literacy

abstract: This paper describes the critical role community psychology theories played in reframing literacy research involving mainly Māori and Pacific peoples’ extended families and communities. Within a critical social constructionist paradigm, ecological systems theory and holistic, integrative theories of wellbeing brought much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. This reframing marks a challenge to and movement away from still-dominant Western individualistic, behavioural orientated, skills-based and formal economy-focused ways of thinking about people’s literacy abilities. It highlights the important role of community psychology in developing theory, informing policy and enhancing practices in culturally diverse education settings to achieve both educational and quality of life aims. Improving quality of life is not possible through literacy education in and of itself, but rather through the inculcation in programme design and delivery of those things which are fundamental and critical to the participants’ overall wellbeing and welfare.

text: What (actually) matters in literacy education: Contributions from community psychology This paper describes the critical role community psychology theories played in reframing literacy research involving mainly Māori and Pacific peoples’ extended families and communities. Within a critical social constructionist paradigm, ecological systems theory and holistic, integrative theories of wellbeing brought much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. This reframing marks a challenge to and movement away from still-dominant Western individualistic, behavioural orientated, skills-based and formal economy-focused ways of thinking about people’s literacy abilities. It highlights the important role of community psychology in developing theory, informing policy and enhancing practices in culturally diverse education settings to achieve both educational and quality of life aims. Improving quality of life is not possible through literacy education in and of itself, but rather through the inculcation in programme design and delivery of those things which are fundamental and critical to the participants’ overall wellbeing and welfare.

year: 2013