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dc.contributor.authorTaylor, Simonen_NZ
dc.date.accessioned2017-08-13T23:25:25Z
dc.date.available2014en_NZ
dc.date.available2017-08-13T23:25:25Z
dc.date.issued2014en_NZ
dc.identifier.citationTaylor, S. (2014). The Seedling: Students’ perceptions of science education-How do our students see their science classes? New Zealand Science Teacher, 133, 58–61.en
dc.identifier.urihttps://hdl.handle.net/10289/11271
dc.description.abstractWhat is learning like in Years 9 and 10 science from a student’s viewpoint? What is really going on? Let’s take the opportunity to get up close to their learning world. Dr Simon Taylor’s current research examines the perceptions of secondary students – how they see learning in their science lessons. This article centres on what we as teachers can learn from student voice, how personally relevant learning contexts used in lessons were particularly significant for Māori and Pacifica students, and how established collaborative practices influenced student engagement.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherNew Zealand Association of Science Educators
dc.relation.urihttp://nzscienceteacher.co.nz/index.php/putaiao/the-seedling-students-perceptions-of-science-education/#.WWbTWcaB31w
dc.rightsThis article is published in the New Zealand Science Teacher. Used with permission.
dc.titleThe Seedling: Students' perceptions of science education-How do our students see their science classes?en_NZ
dc.typeJournal Article
dc.relation.isPartOfNew Zealand Science Teacher
pubs.begin-page58
pubs.edition133
pubs.elements-id199923
pubs.end-page61


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