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dc.contributor.authorJones, Alister
dc.coverage.spatialConference held at Wellingtonen_NZ
dc.date.accessioned2013-01-13T20:44:09Z
dc.date.available2013-01-13T20:44:09Z
dc.date.issued1997
dc.identifier.citationJones, A. (1997). Relationship between science and technology in the New Zealand curriculum. In Technology Enterprise and Technology Education. Royal Society of New Zealand. Wellington, Wellington 17 April 1997. p. 12-14.en_NZ
dc.identifier.issn0111-3895
dc.identifier.urihttps://hdl.handle.net/10289/7021
dc.description.abstractNew Zealand underwent major curriculum reforms in the early1990s. These reforms were determined by the New Zealand Curriculum Framework (Ministry of Education 1993), which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas. The seven essential learning areas that describe in broad terms the knowledge and understanding that all students need to acquire, are health and well-being, the arts, social sciences, technology, science, mathematics,and language and languages. For example, the essential learning area of science includes the subjects of science, biology, chemistry, physics, earth sciences, agriculture, horticulture, and geography, as well as aspects of home economics and environmental studies.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherThe Royal Society of New Zealand.en_NZ
dc.relation.urihttp://www.royalsociety.org.nz/en_NZ
dc.rights© 1997 The Royal Society of New Zealand. Creative Commons Attribution 3.0 New Zealand Licence.en_NZ
dc.titleRelationship between science and technology in the New Zealand curriculumen_NZ
dc.typeConference Contributionen_NZ
dc.relation.isPartOfTechnology Enterprise and Technology Educationen_NZ
pubs.begin-page12en_NZ
pubs.elements-id23915
pubs.end-page14en_NZ
pubs.finish-date1997-04-17en_NZ
pubs.place-of-publicationWellingtonen_NZ
pubs.start-date1997-04-17en_NZ


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