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dc.contributor.authorChen, Junjun
dc.contributor.authorCowie, Bronwen
dc.date.accessioned2013-02-24T20:35:57Z
dc.date.available2013-02-24T20:35:57Z
dc.date.copyright2013-02-11
dc.date.issued2013
dc.identifier.citationChen, J., & Cowie, B. (2013). Engaging Primary Students in Learning about New Zealand Birds: A socially relevant context. International Journal of Science Education, 1-23.en_NZ
dc.identifier.issn0950-0693
dc.identifier.urihttps://hdl.handle.net/10289/7243
dc.description.abstractThis article reports on a classroom study of a unit on New Zealand birds that focused on adaptation and conservation in a Year 7 class. The unit used a 'context as social circumstances' model. The researchers observed the nine lessons and interviewed students, the classroom teacher, and three other teachers who had taught the same unit. The students completed a pre-test and a post-test for the unit. Findings indicate that the students enjoyed and were interested in the unit, and had learnt more than usual. The students investigated predators using the tracking tunnel in their school gully and, of their own volition, in their home gardens. Some students pursued this interest into the wider community after the completion of the unit. The 'context as social circumstances' unit teachers helped students see the relevance of learning science for their lives, personally and socially, which opens up the possibility of action outside the classroom. The role of context, content and activity selection in the design of a unit that has social relevance is discusseden_NZ
dc.language.isoen
dc.publisherTaylor and Francisen_NZ
dc.relation.ispartofInternational Journal of Science Education
dc.subjectBiologyen_NZ
dc.subjectCoherenceen_NZ
dc.subjectContext-baseden_NZ
dc.subjectPedagogyen_NZ
dc.subjectPrimary scienceen_NZ
dc.titleEngaging primary students in learning about New Zealand birds: A socially relevant contexten_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/09500693.2012.763194en_NZ


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