This interactive image map showcases videos of the keynote presentations from the national summit Science Education: Fit for Purpose. Click on a label for information and links to the video.
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Click on a label for information and links to the video.
Find out more about the national summit Science Education: Fit for Purpose.
Transcript
Hui taumata pūtaiao – aro whakamua | Coming together for science education
The summit was opened with words of welcome and acknowledgement by Kahu Hotere, Pou Tiaki – Te Apārangi | Director – Māori, Royal Society Te Apārangi, and Dr Cathy Buntting, Director, Science Learning Hub Pokapū Akoranga Pūtaiao.
“There are many challenges in front of us all. Challenges that we can face with positivity, kotahitanga – unity, tohatoha – sharing, mana taiao – care for the environment.”
Kahu Hotere, Royal Society Te Apārangi
“Any curriculum effort is only ever as good as the implementation plan and the will of those implementing it, and all of us here today, we are part of that movement.”
Cathy Buntting, University of Waikato
Experiences as wahine Māori in education and science
Three wahine Māori – Simone Marsters (Ngāpuhi), Milly Grant-Mackie (Te Rarawa, Ngāti Kahu ki Whaingaroa, Ngāpuhi) and Yvonne Taura (Ngāiterangi, Ngāti Ranginui, Ngāti Hauā, Ngāti Uenuku, Ngāti Tūwharetoa) – share some of their experiences as Māori women in science and education.
“We always talked about students saying, “I have to leave my culture at the door.” And I'm thinking, “why?” Like no you don't! Let's not do that. Let's bring it in the door. You know, like let's kick down the door!”
Milly Grant-Mackie, Manaaki Whenua – Landcare Research
“Mā te mōhio ka mārama, mā te mārama ka ora ai te iwi.”
Simone Marsters, Science Learning Hub Pokapū Akoranga Pūtaiao
“I could see how my science training supported the aspirations for our hapū, but more importantly how mātauranga gave this work so much more value and understanding to our whānau.”
Yvonne Taura, Manaaki Whenua – Landcare Research
Agency in the Anthropocene and science education
Associate Professor Chris Eames (University of Waikato) and Associate Professor Peta White (Deakin University) explore the key messages in Agency in the Anthropocene, a report commissioned by the OECD to guide the PISA 2025 science framework. The report, which Chris and Peta contributed to, highlights the need for science education to empower learners with the tools to understand and act on issues such as climate change, misinformation and inequality.
“We're looking to create citizens who can understand science, use science and actually create a better world for us.”
Associate Professor Chris Eames, University of Waikato
“Young people are now more politically active, more politically savvy. And they're interested in engaging directly with what's going on in the greater context of their world, thinking specifically about their futures and what that might mean.”
Associate Professor Peta White, Deakin University
Find out more about the Agency in the Anthropocene report here.
The development of Taiao Aronui
Renee Gillies from Rangihakahaka Centre for Science and Technology and Dr Hiria McRae from Victoria University of Wellington Te Herenga Waka provide insights into the development of Taiao Aronui, a programme managed by Royal Society Te Apārangi.
Taiao Aronui is designed in collaboration with Rangitāmiro rōpū to inspire and elevate tamariki, whānau, hapū and iwi within Rotorua. This programme provides professional development leadership in pūtaiao and mātauranga Māori.
“Mokopuna Taiao means to be grounded in your whakapapa, knowing who you are, where you come from, the environment that surrounds you and upholding your responsibility to the taiao – and of course your whānau, your hapū, your iwi.”
Renee Gillies, Rangihakahaka Centre for Science and Technology
“There's a strong theme today about meeting the needs of our tamariki mokopuna.”
Dr Hiria McRae, Victoria University of Wellington Te Herenga Waka
The changing purpose of science education
Professor Russell Tytler (Deakin University) highlighted the changing purpose of science education, outlining debates around explicit teaching and inquiry learning and how they relate to curriculum design.
“We should be really wanting to educate students so that they see themselves as interested and as curious and as engaged with science so that it becomes consistent with their own view of themselves.”
Professor Russell Tytler, Deakin University
Round-table discussion
Participants were invited to reflect on the presentations and contribute to round-table discussions responding to the following questions:
- What are some key themes that have emerged from today’s presentations?
- What does inclusive science education look like for our ākonga Māori?
- What are the challenges for science education for us living in the Anthropocene?
- In the context of today’s discussions, what do we need our science education to look like?
- What points have not been discussed that you want to put on the table?
Download the PDF of the summary document here.
Curiosity is key
Dianne Christenson and Sarah Johns are outstanding educators who have both won the Prime Minister’s Science Teacher Award. They share what is important to them when creating engaging, meaningful, relevant and relatable science teaching and learning experiences.
“Curiosity is the key to building any student’s commitment to the learning. You can feel the shift when questions start to flow. Curiosity unlocks my learning and continues to shape my practice as much as what I'm trying to do with my learners. Curiosity is the key to unlocking learning potential for our tamariki and rangatahi, who are keen to seek out answers.”
Sarah Johns, Nelson Intermediate
“How do you foster curiosity? How do you celebrate innovation and how do you encourage your [learners] to take appropriate risks in their learning? What do I need to know? What do my kids need to know? How am I preparing them for the future?”
Dianne Christenson, Whareama School
With reference to the New Zealand Curriculum and the Teaching Council’s Our Code, Our Standards, Sarah and Dianne shared examples of lessons in which they engage students with te taiao and provide hands-on learning opportunities to support students to develop their understanding of and about science.
