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Abstract
The overarching Nature of Science (NoS) strand in our revised science curriculum presents teachers of science with a number of challenges. One of them is the ‘Participating and Contributing’ achievement aim with its focus on controversial science issues (CSI). This article reports on a new classroom model for exploring controversial science issues with students that was trialled in New Zealand science classrooms, writes Dr. Kathy Saunders, the University of Waikato.
Type
Journal Article
Type of thesis
Series
Citation
Saunders, K. (2010). Teaching and learning about controversial science issues. New Zealand Science Teacher, 125, 30-33.
Date
2010
Publisher
New Zealand Association of Science Educators
Degree
Supervisors
Rights
This article has been published in the journal: New Zealand Science Teacher. Used with permission.