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dc.contributor.authorJones, Alister
dc.contributor.authorBaker, Robyn
dc.date.accessioned2013-01-07T20:28:54Z
dc.date.available2013-01-07T20:28:54Z
dc.date.copyright2005-01
dc.date.issued2005
dc.identifier.citationJones, A., & Baker, R. (2005). Curriculum, learning and effective pedagogy in science education for New Zealand: introduction to special issue. International Journal of Science Education, 27(2), 131-143.en_NZ
dc.identifier.issn1464-5289
dc.identifier.urihttps://hdl.handle.net/10289/6985
dc.description.abstractThis paper describes the way in which a major literature review on curriculum, learning and effective pedagogy in science education was undertaken in New Zealand, and introduces the other papers in this issue. The review was funded by the New Zealand Ministry of Education to investigate how the literature in science education informs our understanding about effective pedagogy on student achievement in science education for a diversity of students in New Zealand. A large team undertook the literature review, and the literature from 1991 to 2002 was investigated. The process is discussed as well as ways in which the international literature and more localized/contextual studies can be synthesized to provide key strategies for national policy and practiceen_NZ
dc.language.isoen
dc.publisherTaylor and Francisen_NZ
dc.relation.ispartofInternational Journal of Science Education
dc.titleCurriculum, learning and effective pedagogy in science education for New Zealand: introduction to special issueen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/0950069042000276686en_NZ
dc.relation.isPartOfInternational Journal of Science Educationen_NZ
pubs.begin-page131en_NZ
pubs.editionFebruaryen_NZ
pubs.elements-id30607
pubs.end-page143en_NZ
pubs.issue2en_NZ
pubs.volume27en_NZ


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