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      Teaching evolution in New Zealand’s schools—Reviewing changes in the New Zealand science curriculum

      Campbell, Alison; Otrel-Cass, Kathrin
      DOI
       10.1007/s11165-010-9173-6
      Link
       www.springerlink.com
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      Citation
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      Campbell, A., Otrel-Cass, K. (2011). Teaching evolution in New Zealand’s schools—Reviewing changes in the New Zealand science curriculum. Research in Science Education, 41(3), 441-451.
      Permanent Research Commons link: https://hdl.handle.net/10289/5489
      Abstract
      New Zealand has had a national school science curriculum for more than 80 years. In the past the evolution content of this document has varied, and has at times been strongly influenced by creationist lobby groups. The ‘new’ science curriculum, to be fully implemented in 2010, places much greater emphasis than before on understanding evolution, and also on teaching the nature of science. Interplay between the two can potentially improve student understanding of the culture and processes of science in general and evolutionary theory in particular. While the explicit use of the word ‘evolution’ highlights its significance, it is necessary to provide both resources and pedagogical guidelines to support teachers in dealing with this important topic.
      Date
      2011
      Type
      Journal Article
      Publisher
      Springer
      Collections
      • Science and Engineering Papers [3019]
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