Science in a New Zealand Indigenous School: Insight Into Teacher Beliefs About Science Inquiry

• In Event: 45.093 - MTCC Roundtable Session 18
  In Roundtable Session: 45.093-6 - Teacher Focus: Science Teaching and Learning SIG Roundtable Session

Abstract

Challenges exist in implementing science programs in indigenous schools where cross-cultural boundaries between students and teachers are small but teachers do not have formal science education and how to teach science in an indigenous language.
This paper presents a model for teaching science within a 'wharekura' (indigenous secondary school) to Year 9 and 10 students in New Zealand. Data include teacher and student focus group interviews and classroom observations. The research focus is to enhance students’ learning through science investigations.
We argue that collaboration between a science expert and teachers who are experts in Te Reo Maori (the Maori language) can benefit students as it supports the students' epistemological and pedagogical knowledge which is positioned differently than Western science.

Author

• Craig Rofe, Victoria University of Wellington