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dc.contributor.authorCampbell, Alison
dc.contributor.authorOtrel-Cass, Kathrin
dc.date.accessioned2011-07-18T04:13:28Z
dc.date.available2011-07-18T04:13:28Z
dc.date.issued2011
dc.identifier.citationCampbell, 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.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5489
dc.description.abstractNew 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.en_NZ
dc.language.isoen
dc.publisherSpringeren_NZ
dc.relation.urihttp://www.springerlink.com/content/ttt510xt1188623j/en_NZ
dc.subjectevolutionen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectcurriculumen_NZ
dc.subjectteachingen_NZ
dc.subjectnature of scienceen_NZ
dc.titleTeaching evolution in New Zealand’s schools—Reviewing changes in the New Zealand science curriculumen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1007/s11165-010-9173-6en_NZ
dc.relation.isPartOfResearch in Science Educationen_NZ
pubs.begin-page441en_NZ
pubs.elements-id34954
pubs.end-page451en_NZ
pubs.volume41en_NZ


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