• Assessment of learning, for learning, and as learning: New Zealand case studies 

  Hume, Anne Christine; Coll, Richard K. (Routledge, 2009)

  Research about the benefits of formative assessment as a means of improving student learning has encouraged policy-makers and teachers in countries like the UK, Australia and New Zealand to promote and use classroom-based ...

• Authentic student inquiry: the mismatch between the intended curriculum and the student-experienced curriculum 

  Hume, Anne Christine; Coll, Richard K. (Routledge, 2010)

  As a means of achieving scientific literacy goals in society, the last two decades have witnessed international science curriculum redevelopment that increasingly advocates a 'new look' inquiry-based approach to learning. ...

  

• Carrying Out a Practical Investigation:The Student-Experienced Curriculum 

  Hume, Anne Christine (The University of Waikato, 2006)

  Assessment of student learning for qualifications has long been contentious, particularly the reliability and validity of various assessment methods and the impact of assessment on the nature of student learning. There ...

  

• Constructing CoRes—a Strategy for building PCK in pre-service science teacher education 

  Hume, Anne Christine; Berry, Amanda (Springer, 2011)

  This paper presents findings from an exploratory study into a science teacher education initiative that seeks to build the foundations on which novice teachers can begin developing their pedagogical content knowledge (PCK). ...

• CoRe: A way to build pedagogical content knowledge for beginning teachers 

  Eames, Chris W.; Williams, P. John; Hume, Anne Christine; Lockley, John (Teaching & Learning Research Initiative, 2011)

  Research has shown that one of the factors which enables teachers to be effective is their rich pedagogical content knowledge (PCK). Beginning teachers need support to develop this PCK and recent research in the field has ...

  

• Understanding Teachers' Perspectives on the Purpose and Importance of Science Education 

  Ryan, Hayley Elizabeth (University of Waikato, 2016)

  The focus of this thesis is to identify teachers’ perspectives on the purpose and importance of science education. This focus is twofold. It is concerned with finding out what teachers understand the purpose of science ...

  

• An Investigation of Malaysian Secondary School Students’ Mental Models of Acid-Base Chemistry 

  Cyril, Nelson (University of Waikato, 2015)

  There are many studies in chemistry investigating students’ difficulties in understanding chemical bonding, particle nature of matter and others, but relatively few on acid-base chemistry. One approach for reducing students’ ...

  

• Supporting Licensed Science Teachers’ Professional Development in Adopting Learner-Centred Pedagogy in Tanzanian Secondary Schools 

  Anney, Vicent Naano (University of Waikato, 2013)

  The purpose of this study was to obtain a better understanding of the professional learning needs of Tanzanian science teachers who were recruited using an alternative route approach to teacher recruitment and to seek ways ...

  

• Students' Mental Models of Chemical Reactions 

  Lajium, Denis Andrew D (University of Waikato, 2013)

  Previous research on topics such as atomic structure and chemical bonding indicates that students’ mental models are often inconsistent with the scientific models, which may impede learning of advanced concepts. International ...

  

• Investigating National Curriculum Implementation in Papua New Guinea (PNG) 

  Kekeya, Joseph Lingawa (University of Waikato, 2013)

  There is a national concern in Papua New Guinea (PNG) about re-construction of social systems because the education offered was irrelevant to the needs of the PNG society. The Government of PNG reformed its national education ...

  

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