| dc.contributor.author | Saunders, Kathryn J. | |
| dc.date.accessioned | 2010-11-23T22:25:24Z | |
| dc.date.available | 2010-11-23T22:25:24Z | |
| dc.date.issued | 2010 | |
| dc.identifier.citation | Saunders, K. (2010). Teaching and learning about controversial science issues. New Zealand Science Teacher, 125, 30-33. | en_NZ |
| dc.identifier.uri | https://hdl.handle.net/10289/4808 | |
| dc.description.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. | en_NZ |
| dc.format.mimetype | application/pdf | |
| dc.language.iso | en | |
| dc.publisher | New Zealand Association of Science Educators | en_NZ |
| dc.relation.uri | http://issuu.com/apnedmedia/docs/nzase-125-web | en_NZ |
| dc.rights | This article has been published in the journal: New Zealand Science Teacher. Used with permission. | en_NZ |
| dc.subject | education | en_NZ |
| dc.title | Teaching and learning about controversial science issues | en_NZ |
| dc.type | Journal Article | en_NZ |
| dc.relation.isPartOf | NZ Science Teacher | en_NZ |
| pubs.begin-page | 30 | en_NZ |
| pubs.elements-id | 35458 | |
| pubs.end-page | 33 | en_NZ |
| pubs.volume | 125 | en_NZ |
