Now showing items 6-10 of 80

  • Biotechnology's wheel of knowledge

    Buntting, Catherine Michelle; Jones, Alister (APN Educational Media, 2006)
    Article with results of study carried out to raise awareness of the role of biotechnology in the New Zealand curriculum. The findings highlighted that biotechnology learning needs to be situated in real life contexts that ...
  • Challenges for e-learning for university instructors in Taiwan

    Wang, Su-Chen; Cowie, Bronwen; Jones, Alister (Asia-Pacific Society for Computers in Education, 2008)
    Blended courses that include both face-to-face and e-learning have been offered in many universities in Taiwan but very little research has been undertaken on instructor perspectives of the challenges they faced in their ...
  • A Comparison of Thailand and New Zealand Students’ Ideas About Energy Related to Technological and Societal Issues

    Yuenyong, Chokchai; Jones, Alister; Yutakom, Naruemon (Springer, 2008)
    This study is a cross-cultural comparison between the ideas of 49 Thai Grade 9 students and the 30 New Zealand Grade 9 students (approximately 15 years old), about energy related to technological and societal issues. ...
  • Connecting teachers and students with science and scientists: The science learning hub

    Cooper, Beverley; Cowie, Bronwen; Jones, Alister (International Council of Associations for Science Education (ICASE), 2010-06)
    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 ...
  • Considering pedagogical content knowledge in the context of research on teaching: An example from technology

    Jones, Alister; Moreland, Judy (Wilf Malcolm Institute of Educational Research, UoW, Hamilton, New Zealand, 2015)
    When thinking about teaching, the pedagogical content knowledge of teachers cannot be ignored. We argue that pedagogical content knowledge is a major determiner of teaching practice and is central to teachers’ curriculum ...