title: Understanding Teachers' Perspectives on the Purpose and Importance of Science Education

authors: Ryan, Hayley Elizabeth

subjects: Teachers persecptives

abstract: The focus of this thesis is to identify teachers’ perspectives on the purpose and importance of science education. This focus is twofold. It is concerned with finding out what teachers understand the purpose of science education to be, that is, why they believe science is taught in schools and how learning science benefits students in their daily lives. It is also concerned with understanding how important science education is to teachers – how much teachers value science as a learning area, and how this value is reflected within their teaching practice.  

	This work determines firstly teachers’ perceptions of science education practice. It examines how teachers perceive the science planning process; how much involvement and control they feel they have throughout the planning stage, including perceived control over teaching pedagogies and planning material. Simply put, how much do the teachers feel is up to them, and how much do they feel is mandated from management. Secondly, the work focuses on personal perspectives about science education. It seeks to examine teachers’ opinions and views on the purpose of science education, why science is taught and what they believe students stand to gain through science education. A major element of understanding teachers’ perspectives is to understand what importance teachers place on the teaching of science, specifically the nature of science – what does the nature of science (NoS) mean to them and how do they show this through planning and teaching? NoS is a key element of science education, recognised both internationally and within New Zealand, because it promotes scientifically-literate students. NoS is described as being a critical component of scientific literacy: understanding NoS through scientific practice develops scientific dispositions in students. This study is interested in gaining teachers’ understandings of NoS and the importance teachers place on NoS in relation to these global understandings.

	The data for this research was collected through interviews with four teachers in two different schools. The study offered the teachers the opportunity to explore their personal perspectives. The findings reveal teachers’ understanding of the science curriculum was underdeveloped. The teachers appear to lack understanding of the science curriculum area, including NoS, and this was reflected in their pedagogical approaches and planning. The analysis identified four key themes impacting on teachers’ level of understanding: limited science training and professional development, the low status of science education in primary schools, lack of knowledge and experience with current teaching approaches in science, and limited understanding about the purpose of science education. These themes are supported by research demonstrating that they are global and have been acknowledged for many years now. The first theme in this study was identified as the likely root cause of the existence of the other three themes. This finding reveals the nature of teacher training and professional development as a potentially fundamental and critical issue to address in science education. Further research is needed to confirm consistency in these results across New Zealand schools. If consistency is found, this outcome may then raise the issue to one of national importance for science education, demanding attention from government policy-makers, pre-service training institutions and professional development facilitators.

text: Understanding Teachers' Perspectives on the Purpose and Importance of Science Education The focus of this thesis is to identify teachers’ perspectives on the purpose and importance of science education. This focus is twofold. It is concerned with finding out what teachers understand the purpose of science education to be, that is, why they believe science is taught in schools and how learning science benefits students in their daily lives. It is also concerned with understanding how important science education is to teachers – how much teachers value science as a learning area, and how this value is reflected within their teaching practice.  

	This work determines firstly teachers’ perceptions of science education practice. It examines how teachers perceive the science planning process; how much involvement and control they feel they have throughout the planning stage, including perceived control over teaching pedagogies and planning material. Simply put, how much do the teachers feel is up to them, and how much do they feel is mandated from management. Secondly, the work focuses on personal perspectives about science education. It seeks to examine teachers’ opinions and views on the purpose of science education, why science is taught and what they believe students stand to gain through science education. A major element of understanding teachers’ perspectives is to understand what importance teachers place on the teaching of science, specifically the nature of science – what does the nature of science (NoS) mean to them and how do they show this through planning and teaching? NoS is a key element of science education, recognised both internationally and within New Zealand, because it promotes scientifically-literate students. NoS is described as being a critical component of scientific literacy: understanding NoS through scientific practice develops scientific dispositions in students. This study is interested in gaining teachers’ understandings of NoS and the importance teachers place on NoS in relation to these global understandings.

	The data for this research was collected through interviews with four teachers in two different schools. The study offered the teachers the opportunity to explore their personal perspectives. The findings reveal teachers’ understanding of the science curriculum was underdeveloped. The teachers appear to lack understanding of the science curriculum area, including NoS, and this was reflected in their pedagogical approaches and planning. The analysis identified four key themes impacting on teachers’ level of understanding: limited science training and professional development, the low status of science education in primary schools, lack of knowledge and experience with current teaching approaches in science, and limited understanding about the purpose of science education. These themes are supported by research demonstrating that they are global and have been acknowledged for many years now. The first theme in this study was identified as the likely root cause of the existence of the other three themes. This finding reveals the nature of teacher training and professional development as a potentially fundamental and critical issue to address in science education. Further research is needed to confirm consistency in these results across New Zealand schools. If consistency is found, this outcome may then raise the issue to one of national importance for science education, demanding attention from government policy-makers, pre-service training institutions and professional development facilitators.

year: 2016

title: Formal methods for interactive system: (FMIS 2013)

authors: Reeves, Steve

subjects: computer science

abstract: The workshop focuses on use of formal methods in the development and analysis of Interactive Systems. The workshop is particularly concerned with issues relating to Human Computer Interaction and to the analysis of interaction in a variety of computing environments (safety critical, ubiquitous etc.). In the latter case the complexities of dynamic context, including location and large numbers of interacting entities, pose particular challenges to formal modelling.

text: Formal methods for interactive system: (FMIS 2013) The workshop focuses on use of formal methods in the development and analysis of Interactive Systems. The workshop is particularly concerned with issues relating to Human Computer Interaction and to the analysis of interaction in a variety of computing environments (safety critical, ubiquitous etc.). In the latter case the complexities of dynamic context, including location and large numbers of interacting entities, pose particular challenges to formal modelling.

year: 2013

title: Te mana o te wahine: Young mothers healthcare experiences in pregnancy, birth, and into motherhood

authors: Kolo, Mia Elaine

subjects: Health

abstract: In Aotearoa-New Zealand being a young mother is often associated with clinical and societal ‘risks.’ Younger women have higher rates of maternal depression and suicide, complications during birth, and their babies are more likely to be born preterm, and of smaller gestational age and weight (Perinatal and Maternal Mortality Review Committee, 2012; Te Whatu Ora - Health New Zealand, 2023b, 2023a). Research also indicates that young mothers experience stigmatisation and discrimination that they attribute to their age and/or ethnicity (Adcock, 2016; Makowharemahihi et al., 2014; Rawiri, 2007; Ware, 2019).
In discussion with researchers, discrimination was the topic that young mothers at He Puaawai Teen Parent Centre wanted to talk about. They shared a strong desire to see change in the way that doctors, nurses, and midwives service young parents and were passionate about ensuring that future young mothers had more support. Thus, in responding to their call, 22 parents, including two fathers attending (or recent school-leavers of) He Puaawai Teen Parent Centre volunteered to participate in this study. This qualitative kaupapa Māori study employed a series of wānanga, individual kōrero, and an investigator-triangulation thematic analysis. The research questions explored both the positive and negative healthcare experiences of this cohort during pregnancy, birth, and into motherhood.
The aim of this study was to listen and learn about the experiences of these young parents and co-design informational and/or educational materials to help healthcare practitioners better understand and support young mothers/parents. To spread awareness of the experiences of these young parents, the co-design materials and findings of this study were disseminated via various healthcare seminars and meetings around the Waikato region. The findings of this study contribute to previous research that revealed over the last 20 years young parents have continued to report predominantly negative experiences in their maternity journey. Participants of this study reported experiences of unsolicited judgement and advice, a general lack of manaakitanga (care, empathy, respect), communication, and support from doctors, nurses, and midwives. The relatively small number of positive experiences shared in this study emphasises the importance of manaakitanga regardless of age. An unexpected finding was the impact that receptionists had on young parents’ healthcare experiences, as the face and entry point of healthcare services.

text: Te mana o te wahine: Young mothers healthcare experiences in pregnancy, birth, and into motherhood In Aotearoa-New Zealand being a young mother is often associated with clinical and societal ‘risks.’ Younger women have higher rates of maternal depression and suicide, complications during birth, and their babies are more likely to be born preterm, and of smaller gestational age and weight (Perinatal and Maternal Mortality Review Committee, 2012; Te Whatu Ora - Health New Zealand, 2023b, 2023a). Research also indicates that young mothers experience stigmatisation and discrimination that they attribute to their age and/or ethnicity (Adcock, 2016; Makowharemahihi et al., 2014; Rawiri, 2007; Ware, 2019).
In discussion with researchers, discrimination was the topic that young mothers at He Puaawai Teen Parent Centre wanted to talk about. They shared a strong desire to see change in the way that doctors, nurses, and midwives service young parents and were passionate about ensuring that future young mothers had more support. Thus, in responding to their call, 22 parents, including two fathers attending (or recent school-leavers of) He Puaawai Teen Parent Centre volunteered to participate in this study. This qualitative kaupapa Māori study employed a series of wānanga, individual kōrero, and an investigator-triangulation thematic analysis. The research questions explored both the positive and negative healthcare experiences of this cohort during pregnancy, birth, and into motherhood.
The aim of this study was to listen and learn about the experiences of these young parents and co-design informational and/or educational materials to help healthcare practitioners better understand and support young mothers/parents. To spread awareness of the experiences of these young parents, the co-design materials and findings of this study were disseminated via various healthcare seminars and meetings around the Waikato region. The findings of this study contribute to previous research that revealed over the last 20 years young parents have continued to report predominantly negative experiences in their maternity journey. Participants of this study reported experiences of unsolicited judgement and advice, a general lack of manaakitanga (care, empathy, respect), communication, and support from doctors, nurses, and midwives. The relatively small number of positive experiences shared in this study emphasises the importance of manaakitanga regardless of age. An unexpected finding was the impact that receptionists had on young parents’ healthcare experiences, as the face and entry point of healthcare services.

year: 2024