Interdisciplinary approach – Teaching & Learning Research Initiative

On2Science – Multiple affordances for learning through participation in online citizen science

Abstract This research investigated the integration of learning in science and digital technologies, with online citizen science (OCS) projects acting as the fulcrum for curriculum design. Across 3 years, teacher-researchers designed and implemented 16 innovative cross-curricular programmes. Our research focused on three areas: (1) mapping progressions in students’ science capabilities; (2) identifying affordances of OCS engagement for developing students’ digital technologies progress outcomes; and (3) investigating the impacts of teacher practices in relation to human–computer interactions. The project outcomes have potential to contribute significantly to both science and technology education research and teaching. 1. Introduction This research project brought together a team of education and information science researchers, teacher professional learning

The Apiscope Buzz: A mixed methods action research project investigating STEM to STEAM using the Apiscope as a tool for differentiated teaching and learning

Introduction This Teaching and Learning Research Initiative (TLRI) project was a 2-year exploratory study focusing on differentiating the curriculum in response to individual learner differences. The project was designed to explore learning and teaching of differentiated scientific content through observational processes and the expression of that learning through the creative arts. This exploration was undertaken in two classrooms at Avalon Intermediate School and Newlands Intermediate School that were each provided with an observational beehive called an Apiscope. These observational beehives were central to the project, which explored how the study of bees can be used to facilitate the teaching of key concepts related to living systems—sustainability, work, survival, structures, patterns—that, in

Pathways to the Past: Effective Pedagogies for Māori and Pasifika Students in the Historical Disciplines

Summary Current research into, and definitions of, historical literacy do not adequately acknowledge the cultural backgrounds of indigenous learners across the historical disciplines and levels. Nor do they recognise the vital role of historical literacy in empowering indigenous students. In talanoa (conversations) with Māori and Pasifika students and teachers of a range of ethnicities from across the historical disciplines, we asked: How can we inspire indigenous students to feel at home in the historical disciplines, do well in them, and make them their own? The students and teachers saw historical literacy as predominantly textual in nature, and critical historical literacy as often culturally alien to Māori and Pasifika students. They revealed