title: How can technological creativity be taught in the Saudi Arabian elementary school context?

authors: Alqarni, Abdullah Ali A.

abstract: Teaching technological creativity in the Saudi Arabian school context can support the inclusion of technology education in general education. To support this view, the thesis proposes that technological creativity be a topic taught in the elementary school context. The intention is to assist pupils aged six to twelve years to learn how to be creative through planning and carrying out activities. The thesis attempts to introduce the concept of technological creativity to gain insights that can help to enlighten pupils technologically in a way that aligns with Islamic culture. A Critical Interpretative Synthesis (CIS) methodological approach was conducted to identify, select, synthesise, and analyse integrated papers on teaching technological creativity at the elementary school level from 21 developed countries. Papers from a variety of sources, 135 altogether, were selected for the synthesis and to develop a synthesising argument (theoretical framework), derived from constructs generated in the papers included. The text of each of the papers was treated as data and objects of inquiry. This makes CIS different from meta-ethnography (ME) in that it does not aim only at aggregating or summarising findings from studies but rather at developing a clear argument around the chosen topic in order to produce a mid-range theory based on a large, diverse body of literature. The analyses were performed in two major stages: identification, inclusion, analysis and the appraisal of papers; and developing a synthesising argument derived from the synthetic constructs embedded in the integrated papers dealing with the question, how can technological creativity be taught in the Saudi Arabian elementary school context? The synthesising argument provides a new model of interpretation developed from the findings of CIS and the synthesis process. The thesis argues that a true understanding of the benefits of this topic can be achieved through a consideration of the findings of this thesis based on the critique of relevant papers drawn from the research literature of a number of developed countries. The research study seeks to encourage the education of pupils through teaching them creative processes and helping them both appreciate and enjoy technology education. Thus the aim includes developing their personality and sense of self-worth. It is also hoped that this research will be of interest to teachers in elementary education, curriculum developers, Saudi scholars and future researchers of technology education.

text: How can technological creativity be taught in the Saudi Arabian elementary school context? Teaching technological creativity in the Saudi Arabian school context can support the inclusion of technology education in general education. To support this view, the thesis proposes that technological creativity be a topic taught in the elementary school context. The intention is to assist pupils aged six to twelve years to learn how to be creative through planning and carrying out activities. The thesis attempts to introduce the concept of technological creativity to gain insights that can help to enlighten pupils technologically in a way that aligns with Islamic culture. A Critical Interpretative Synthesis (CIS) methodological approach was conducted to identify, select, synthesise, and analyse integrated papers on teaching technological creativity at the elementary school level from 21 developed countries. Papers from a variety of sources, 135 altogether, were selected for the synthesis and to develop a synthesising argument (theoretical framework), derived from constructs generated in the papers included. The text of each of the papers was treated as data and objects of inquiry. This makes CIS different from meta-ethnography (ME) in that it does not aim only at aggregating or summarising findings from studies but rather at developing a clear argument around the chosen topic in order to produce a mid-range theory based on a large, diverse body of literature. The analyses were performed in two major stages: identification, inclusion, analysis and the appraisal of papers; and developing a synthesising argument derived from the synthetic constructs embedded in the integrated papers dealing with the question, how can technological creativity be taught in the Saudi Arabian elementary school context? The synthesising argument provides a new model of interpretation developed from the findings of CIS and the synthesis process. The thesis argues that a true understanding of the benefits of this topic can be achieved through a consideration of the findings of this thesis based on the critique of relevant papers drawn from the research literature of a number of developed countries. The research study seeks to encourage the education of pupils through teaching them creative processes and helping them both appreciate and enjoy technology education. Thus the aim includes developing their personality and sense of self-worth. It is also hoped that this research will be of interest to teachers in elementary education, curriculum developers, Saudi scholars and future researchers of technology education.

year: 2013

title: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators?

authors: Grinter, Amy

abstract: Understanding how nutrition choices of adolescent boys are influenced by social pressures in a New Zealand single-sex boys’ school is critical in informing science educators on how to design and deliver nutrition education. While there is a body of literature on social influences such as family (Berge et al., 2016), peers (Ragelienė & Grønhøj, 2020) and social media influence (Derenne & Beresin, 2006) on adolescents and children, much of the research had a focus on young females and overlooked the niche influences that shape the nutrition choices of adolescents’ at a single sex boys school. Adolescence marks a significant change period, including the shift in value of opinion from their parents to their peers (Mazzeo et al., 2024). Additionally, compulsory subjects at school are coming to an end. Therefore, there is a great responsibility on educators to highlight the importance of the nuanced factors that affect nutrition consumption throughout their lives and equip adolescents with a more realistic approach to nutrition that extends beyond calories and macronutrients.
With this in mind, and to gather some initial data this study sought out to explore: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators? Given the scope of the study, a mixed-methods survey was conducted with Year 11 students (16 years and older) combining quantitative questions with a small number of open-ended questions to capture nuanced perspectives associated with nutrition.
This study not only considers the formal teaching of nutrition but also the informal culture of the school environment and how these factors play their part in influencing the choices adolescents make about their food habits. Year 11 students are at a key developmental stage of transitioning from childhood to adolescence. The findings from this study raise several implications for educators. A clear takeaway is the need to address the existing narrow scope adolescents have when it comes to nutrition. For many boys, nutrition has been reduced to a narrow mindset focusing on protein consumption, macronutrient balancing and body image. This mindset, reflected in many of the survey responses, prioritises physical measurements such as physique or athletic performance, rather than their overall health or well-being. 
Social media was raised as a contributor to this mindset with most participants reporting daily exposure to social media and fitness influencers who promote this hyper fixation on macronutrients. This culture of misinformation is corroborated by school sporting environments, where coachers try to deliver simplified nutrition advice, reinforcing this narrow, macronutrient tracking mindset. Compounding this issue is the segmented approach to nutrition education within the school curriculum, as well as the school culture and canteen options, which fail to cultivate healthy eating messages.
These findings suggest the need for an educational reform. A more integrated approach that can suitably portray the nuanced and multifaceted factors that influence nutrition choices is required. Finally, this survey’s results indicated education is not sufficient alone to harbour healthy eating, but the school environment must also reflect and promote healthy eating. Therefore, nutrition should not be segmented to individual topics, but taught across departments in science, physical education (P.E.) and health, social studies and be displayed in everyday school practices. Additionally, providing education to sports coaches and trainers will enable them to offer more well-rounded, holistic nutrition advice to their students. Without considering an education reform, schools run the risk of continuing to instil this narrow-sighted ideology about nutrition.

text: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators? Understanding how nutrition choices of adolescent boys are influenced by social pressures in a New Zealand single-sex boys’ school is critical in informing science educators on how to design and deliver nutrition education. While there is a body of literature on social influences such as family (Berge et al., 2016), peers (Ragelienė & Grønhøj, 2020) and social media influence (Derenne & Beresin, 2006) on adolescents and children, much of the research had a focus on young females and overlooked the niche influences that shape the nutrition choices of adolescents’ at a single sex boys school. Adolescence marks a significant change period, including the shift in value of opinion from their parents to their peers (Mazzeo et al., 2024). Additionally, compulsory subjects at school are coming to an end. Therefore, there is a great responsibility on educators to highlight the importance of the nuanced factors that affect nutrition consumption throughout their lives and equip adolescents with a more realistic approach to nutrition that extends beyond calories and macronutrients.
With this in mind, and to gather some initial data this study sought out to explore: How do societal pressures influence the nutrition choices of adolescent boys in a New Zealand single-sex school context, and what are the implications for New Zealand educators? Given the scope of the study, a mixed-methods survey was conducted with Year 11 students (16 years and older) combining quantitative questions with a small number of open-ended questions to capture nuanced perspectives associated with nutrition.
This study not only considers the formal teaching of nutrition but also the informal culture of the school environment and how these factors play their part in influencing the choices adolescents make about their food habits. Year 11 students are at a key developmental stage of transitioning from childhood to adolescence. The findings from this study raise several implications for educators. A clear takeaway is the need to address the existing narrow scope adolescents have when it comes to nutrition. For many boys, nutrition has been reduced to a narrow mindset focusing on protein consumption, macronutrient balancing and body image. This mindset, reflected in many of the survey responses, prioritises physical measurements such as physique or athletic performance, rather than their overall health or well-being. 
Social media was raised as a contributor to this mindset with most participants reporting daily exposure to social media and fitness influencers who promote this hyper fixation on macronutrients. This culture of misinformation is corroborated by school sporting environments, where coachers try to deliver simplified nutrition advice, reinforcing this narrow, macronutrient tracking mindset. Compounding this issue is the segmented approach to nutrition education within the school curriculum, as well as the school culture and canteen options, which fail to cultivate healthy eating messages.
These findings suggest the need for an educational reform. A more integrated approach that can suitably portray the nuanced and multifaceted factors that influence nutrition choices is required. Finally, this survey’s results indicated education is not sufficient alone to harbour healthy eating, but the school environment must also reflect and promote healthy eating. Therefore, nutrition should not be segmented to individual topics, but taught across departments in science, physical education (P.E.) and health, social studies and be displayed in everyday school practices. Additionally, providing education to sports coaches and trainers will enable them to offer more well-rounded, holistic nutrition advice to their students. Without considering an education reform, schools run the risk of continuing to instil this narrow-sighted ideology about nutrition.

year: 2025

title: The thing’s revelation: Some thoughts on Māori philosophical research

authors: Mika, Carl Te Hira

abstract: In indigenous research projects, there is a strong emphasis on interviews and the analysis of the data that results. There is, however, another form of research that still calls to be fully acknowledged. Philosophical research shares some ground with empirical because it responds to a Maori history and experience of oppression. One clear area in which it may differ, though, is in how it attempts to acknowledge the presence of ‘things’, which we might call our ‘whanaunga’ (relations), even where these have been deemed by Western science to be inanimate. More importantly, philosophical research is risky because the thing continues to influence the researching self, despite the self’s eventual disengagement from the research. Philosophical research – the kind that seeks an unobtainable ground of thought – is at once aware of and tentative towards the thing. It also acts within the influence of the thing: this phenomenon for the author can be best felt when the bizarre is encountered in everyday observations.

text: The thing’s revelation: Some thoughts on Māori philosophical research In indigenous research projects, there is a strong emphasis on interviews and the analysis of the data that results. There is, however, another form of research that still calls to be fully acknowledged. Philosophical research shares some ground with empirical because it responds to a Maori history and experience of oppression. One clear area in which it may differ, though, is in how it attempts to acknowledge the presence of ‘things’, which we might call our ‘whanaunga’ (relations), even where these have been deemed by Western science to be inanimate. More importantly, philosophical research is risky because the thing continues to influence the researching self, despite the self’s eventual disengagement from the research. Philosophical research – the kind that seeks an unobtainable ground of thought – is at once aware of and tentative towards the thing. It also acts within the influence of the thing: this phenomenon for the author can be best felt when the bizarre is encountered in everyday observations.

year: 2015