Cooper, B., Cowie, B. & Jones, A. (2010). Connecting teachers and students with science and scientists: The science learning hub. Science Education International, 21(2), 92-101.
Permanent Research Commons link: http://hdl.handle.net/10289/4206
National and international data is raising concerns about levels of student interest and engagement in science in school and student retention into tertiary study. For today’s students the Internet plays an important role as a source of information and means for communication with peers. This paper reports on a Ministry of Research Technology and Science funded initiative, managed through The University of Waikato, that aims to make New Zealand science research more accessible to New Zealand teachers and students. The New Zealand Science Learning Hub [SLH] illustrates how effective collaboration between research organisations, industries, science educators and teachers has enabled the development of a resource which is dynamic, up-to-date and relevant and that can be used to inform the teaching of science in New Zealand schools. The Science Learning Hub provides teachers with information about current research, which is related to concepts currently taught in year 5-10 classes (8-14 year olds). The site has content arranged in contexts for example, Icy ecosystems, Hidden taonga, Nanoscience, You me and UV, Future fuels, and The see through body. Each context includes text and images describing NZ research, video material such as interviews with scientists and sequences depicting scientists at work, teaching and learning materials, and links to science education literature. A feature is a “connections tool” which allows teachers and students to trace their journey through each context. Initial research indicates that teachers appreciate that this range of information is accessible in one place and has been quality assured. Students are keen to engage with an actively explore the range of media within the SLH contexts.
International Council of Associations for Science Education (ICASE)
This article has been published in the journal: Science Education International. Used with permission.
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