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010   $a981-329-611-9
024 7 $a10.1007/978-981-32-9611-4
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035   $a(DE-He213)978-981-32-9611-4
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100   $a20190822d2019      u|         0
101 0 $aeng
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181   $ctxt$2rdacontent
182   $cc$2rdamedia
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200 10$aLearning Through School Science Investigation in an Indigenous School $eResearch into Practice /$fby Azra Moeed, Craig Rofe
205   $a1st ed. 2019.
210  1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2019.
215   $a1 online resource (99 pages)
225 1 $aSpringerBriefs in Education,$x2211-193X
311   $a981-329-610-0 
327   $a1 Learning through school science investigation -- 2 Research design and methodology -- 3 Teachers and students learning through science investigation (Pre-phase) -- 4 Teaching and learning science investigation (Phase 1) -- 5 Enhancing student learning through science investigation (Phase 2) -- 6 Student learning through science investigation -- 7 Whakakapi (Bringing together) discussion.
330   $aThis book presents the findings of a case study conducted in a M?ori medium school where a space was created for P?taiao (Western science) teaching and learning from year 1 to 13. Science is currently taught in Te Reo M?ori in primary school and in English in secondary school, and evidence suggests that students are engaging in science education, learning to investigate, and achieving in science. In New Zealand, most students attend English medium state schools; however, approximately 15% of indegenous students attend M?ori medium schools. These schools are underpinned with Kura Kaupapa M?ori philosophy, which is culturally specific to M?ori and aims to revitalise the M?ori language, and M?ori knowledge and culture. M?ori students? engagement and achievement continues to be a challenge for both mainstream and M?ori medium schools, teachers and students due to lack of access to science teachers who can teach in Te Reo M?ori. School leaders and whanau (families) believed that by year 9 (age 13) their students had developed their identity as M?ori, and were proficient in Te Reo M?ori. They wanted their students to have the option to learn science, experience success and have the choice to conitnue in science, so they made the difficult decision for science to be taught in English in secondary school. The book discusses how teachers in indigenous schools, who have extensive knowledge of culture and context specific pedagogies, can gain confidence to teach science through collaboration with and support from researchers with whom they have developed strong professional relationships.
410  0$aSpringerBriefs in Education,$x2211-193X
606   $aScience$xStudy and teaching
606   $aLearning, Psychology of
606   $aEducational sociology
606   $aScience Education
606   $aInstructional Psychology
606   $aSociology of Education
615  0$aScience$xStudy and teaching.
615  0$aLearning, Psychology of.
615  0$aEducational sociology.
615 14$aScience Education.
615 24$aInstructional Psychology.
615 24$aSociology of Education.
676   $a507.1
700   $aMoeed$b Azra$4aut$4http://id.loc.gov/vocabulary/relators/aut$0852644
702   $aRofe$b Craig$4aut$4http://id.loc.gov/vocabulary/relators/aut
906   $aBOOK
912   $a9910767511903321
996   $aLearning Through School Science Investigation in an Indigenous School$93655699
997   $aUNINA