Week 20 - 21 Task: Participating and Contributing - reflections on 6 articles
Everyone's favourite (?) Key Competency, AKA Science Capability 5 - Engage with science
The participating and contributing strand
Te ao Māori lens - encouraging students to 'do stuff' with their knowledge also incorporates risks - there are many examples of the negative/ exploitative use of 'Western Science', particularly in colonial contexts. Many hold the view that by dealing purely in objective facts Science and scientists should not get involved in 'political/ sociological issues'. We would do well to be more mindful of a more holistic, Te ao Māori view - the 'amoral, above ethical constraints' version of 'Science' can easily become immoral and used to do harm.
Classroom Teaching lens - Students are more likely to engage with, and hence retain and 'achieve', learning where they can clearly see its relevance. It is also empowering for students to see that not only do their actions have consequences, but that they can apply scientific knowledge to make their own lives and the world we live in better. In addition to multiple NCEA assessments directly looking at socioscientific issues, many of the Merit and Excellence criteria require students to use extended abstract thinking - looking at the implications of scientific knowledge, which is strongly supported by programmes which include aspects of 'participating and contributing'.
Leading Science Development lens - secondary level science teaching often becomes a race to cover all of the required 'content' in the very limited time available. Finding creative ways to both cover required content AND give students time to engage in 'participating and contributing' can be a real challenge. This is where working collegially, sharing ideas, research and learning can be really powerful.
Science capabilities in action
Personal Learning lens - It reinforces the idea that learning is active and involves critical thinking, not just memorization of facts.
Te ao Māori lens - Mātauranga Māori, with its emphasis on interconnectedness, observation, and deep understanding of the natural world, naturally aligns with (and can enrich) capabilities like gathering and interpreting data, using evidence, and engaging with science.
Leading Science Development lens - professional development strategies should be grounded in peer-learning and practical application when asked about staff training. My intent will be to facilitate a more effective and engaging learning environment for colleagues, leading to improved teaching practices.
Classroom Teaching lens - The capabilities can be integrated into almost any science topic through inquiry-based learning. Instead of just delivering information, teachers can design activities where students actively "do" science.
What stands out is the thoughtful integration of scientific methodology with Māori cultural values, specifically tikanga (customs) and kaitiakitanga (guardianship). The project team, in consultation with Māori communities, developed a protocol that balances the scientific need for specimens with deep respect for mauri (life force), including performing karakia (prayers) and releasing most moths. This demonstrates how scientific inquiry can adapt to and honor diverse cultural beliefs, fostering a more holistic and ethically informed approach to research and conservation. This is something which initially is personal learning for me, particularly through a Te ao Māori lens. These are ideas that I can also include in my classroom teaching. They are also useful to share with teaching colleagues (Leading Science Development lens)
Personal Learning lens - I gained a more concrete understanding of how mātauranga Māori can be directly woven into scientific investigations, not just as a cultural add-on, but as a vital methodological component.
Te ao Māori lens - this article vividly illustrates its practical application in a scientific investigation. It clearly shows how Ngāti Mutunga's local knowledge (rohe) and understanding contribute directly to the ecological study of frogs (pepeketua and poraka).
Leading Science Development lens - encourage teachers to embrace and facilitate collaborative, community-based projects. There will be a need for ongoing professional learning on how to genuinely integrate mātauranga Māori and work respectfully with local iwi/hapū.
Classroom Teaching lens - Students could learn about native and introduced species, conduct their own observational surveys in local habitats, for example using apps to identify species. They could then analyze their data and share findings with the community, emphasizing the role of science in local conservation.
Personal Learning lens - The sheer scale and complexity of a high-altitude balloon launch being managed by high school students is genuinely impressive. I learned about the specific challenges they faced, like battery warmth and preventing twisting, which are practical engineering hurdles. It reinforces the power of project-based learning and how authentic challenges drive deep engagement and skill development. It also shows what is possible, with sufficient determination.
Leading Science Development lens - the article shows the benefits of creating environments where students can take significant ownership of projects. The intent is to cultivate future leaders and problem-solvers by giving them genuine responsibility.
Classroom Teaching lens - THINK BIG! The article highlights what can be possible if you make ambitious goals in your teaching
Science-and-culture-help-estuary-and-build-school-kaitiakitanga
Personal Learning lens - This project highlights the value of integrating diverse knowledge systems and community engagement in environmental science. It showed how real-world issues can be tackled more effectively when scientific methods are combined with cultural understanding. This integration creates a richer learning experience and more sustainable outcomes. It teaches that complex problems often require multi-faceted solutions.
Te ao Māori lens - The project exemplifies kaitiakitanga in action, as students actively become guardians of the Rangataua Estuary. The direct integration of mātauranga Māori with scientific monitoring offers a powerful model for culturally responsive education. This approach not only deepens scientific understanding but also strengthens students' cultural identity and connection to their ancestral lands and waters. It highlights the importance of place-based learning through a Māori worldview.
Leading Science Development lens - The teacher, Chris Dixon, demonstrated inspiring leadership by initiating a project that bridges science, culture, and community. This approach fosters a collaborative environment where students, local scientists, and Māori stakeholders work together. Such leadership empowers educators to develop meaningful, localized curricula that resonate deeply with students and their communities.
Classroom Teaching lens - This project offers a fantastic template for place-based learning in any classroom. Students can engage in authentic environmental monitoring of local ecosystems, integrating scientific data collection with cultural perspectives relevant to their area. Measuring success would involve students' enhanced scientific literacy, their demonstrated sense of environmental responsibility, and their active participation in community-led conservation efforts. The project effectively makes abstract concepts tangible and relevant.
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