Science education – 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

Citizen scientists in the classroom: Investigating the role of online citizen science in primary school science education

1. Introduction This project aimed to assess the impact of online citizen science (OCS) participation on the science education of primary school children in New Zealand. Four exploratory cases were used to examine the nature and impact of embedding OCS projects that use web-based online tools within primary classroom environments. Findings provide key insights into primary teachers’ perception of OCS. They offer initial insights into how teachers embed OCS in a classroom environment, and why this improves science learning aptitudes, inquisitiveness, and capabilities in primary school children. They also show how successfully embedding OCS projects in education is affected by the project context, human computer interaction (HCI), and dissemination of results,

Culturally responsive pedagogy and assessment in primary science classrooms: Whakamana tamariki

Introduction In this project four teachers addressed their diverse students’ need for a range of different opportunities to develop more sophisticated expertise in science. They achieved this by drawing on the principles and practices of culturally responsive pedagogy and assessment for learning. Interviews and classroom observations indicated that students, and their families, took greater ownership and responsibility for science learning when teachers incorporated and built on the funds of knowledge and lived experience that all students bring from their homes and communities. Key findings Teachers can create culturally responsive pathways for science learning by incorporating children’s and communities’ funds of knowledge into the curriculum. Culturally responsive science teachers at times position

Augmenting primary teaching and learning science through ICT

Introduction This study explored how information communication technologies (ICTs) in primary classrooms can enhance the teaching and learning of science. By building on teachers’ and students’ prior knowledge and experience with ICTs, we investigated how ICT use can structure activities to offer enhanced opportunities for active participation in science. The project generated examples of how ICTs can support subject-relevant ways of exploring and communicating science, and evaluating what has been learnt. Key findings ICTs augment teaching and learning in science when their use intersects with and supports specific scientific ideas and skills. Visual recording technologies promote independent learning by allowing students to collect, review and revise data. Science investigations that include

Understanding and enhancing learning communities in tertiary education in science and engineering

1. Introduction The impetus for this project grew out of our involvement in tertiary teaching in science and engineering courses. Our own experiences in undergraduate and graduate science papers, and preservice science and technology education papers, had led us to debate the learning experiences of our students. We intuitively felt that there was something lacking in those experiences and wondered about the sense of identity that these students developed through their involvement in these papers. Research by one of the project’s team members (Eames & Bell, 2005) indicated that the learning environment in science and engineering in a university setting was quite different to that experienced in a science and engineering