Taking a knowledge systems approach in the classroom: Some dos and don’ts
In this recorded session we hear from Pauline Waiti, Lian Soh and Rosemary Hipkins as they explore ideas about mātauranga and science in the classroom.
From the presenters
This webinar draws on our collective experiences to offer advice about bringing together mātauranga Māori and science knowledge in classroom learning experiences. A set of principles developed by scientists working in collaboration with indigenous experts will underpin the points made. We will use specific examples to support the discussion. Clarifying what we understand mātauranga Māori to mean is an important first step. Outlining a clear rationale comes next: what is our purpose for introducing mātauranga Māori, and why it is important? Building awareness of what we don’t yet know, learning with an open mind, is a big challenge.
This professional learning discussion will support you to reflect on your own experiences and provide prompts for thinking about the future inclusion of mātauranga into your teaching programme.
Taking a knowledge systems approach in the classroom: Some dos and don’ts
This is an edited recording of the webinar Taking a knowledge systems approach in the classroom: Some dos and don’ts.
I was very inspired. The webinar has definitely stoked my ahi to new heights! As Sir James Henare once said, ‘We have done too much not to do more, we have come to far not to go further.’
Taking a knowledge systems approach in the classroom: Some dos and don’ts – slideshow
This slideshow, from the webinar Taking a knowledge systems approach in the classroom: Some dos and don’ts, provides additional support for the video tutorial.
You can download the video and slideshow presentation.
Index
| Topic | Slideshow number(s) | Video timecode |
|---|---|---|
Welcome | 1 | 00:00 |
Index | 2 | 00:17 |
Introducing the presenters | 3–5 | 01:08 |
Context and focus of the webinar | 6–9 | 08:23 |
Lian Soh: Where did I start? | 10–19 | 14:56 |
Clarify your why | 20 | 22:06 |
Lian Soh: Where did I go next? | 21–27 | 24:06 |
Key ideas | 28–30 | 33:35 |
Local context inspiration | 31 | 39:18 |
Links, keep in touch and thanks | 32 | 40:20 |
The presenters
Pauline Waiti: Director at Ahu Whakamua Ltd. As an experienced science teacher, Pauline was involved in the development of the Pūtaiao curriculum to sit alongside NZC. She has worked as Māori Development Manager at Learning Media and as Te Wāhanga Māori Manager at NZCER. Pauline provides a Māori educational perspective and deep understanding of Māori-medium education in New Zealand.
Lian Soh: Science and chemistry teacher at Pāpāmoa College and 2023 Kudos finalist for both the Science Teacher and Vision Mātauranga categories. Lian has worked to weave mātauranga into his teaching programmes in respectful and inclusive ways. He is an incredibly active and supportive part of the science education community.
Rosemary Hipkins: Chief Researcher ❘ Kei Hautū Rangahau at NZCER. In her first career she was a teacher of science and biology before moving into teacher education and then research. Rose has a strong interest in the intersection of assessment and curriculum. She has been involved in studies of key competencies, NCEA, and most recently, complex systems thinking.
Related content
Watch the previous webinars in this series from Rose Hipkins and Pauline Waiti:
Part 1: Enduring competencies for designing science learning pathways
Part 2: What is a knowledge system?
Part 3: Learning benefits of a knowledge systems approach to science
Download the suggested reading list curated by Lian Soh.
Useful links
Read the article Taking care of our kupu by Tame Malcolm.
The article Enduring competencies for designing science learning pathways by Rosemary Hipkins, Sara Tolbert, Bronwen Cowie and Pauline Waiti explores the concepts covered during this webinar in depth.
Knowledge systems are complex, learn more about complex systems in Rosemary Hipkins’ book Teaching for Complex Systems Thinking.
The initiative Mana ōrite mō te Mātauranga Māori supports equal status, support and resourcing for mātauranga Māori in NCEA.
RNZ. Fight for the wild (2021). (Documentary series). www.rnz.co.nz/programmes/fight-for-the-wild.
References
Tolbert, S., Hipkins, R., Cowie, B. & Waiti, P. (2024) Epistemic agency, Indigenous knowledge, and the school science curriculum: Reflections from Aotearoa New Zealand. International Journal of Science Education, https://doi.org/10.1080/09500693.2024.2356229.
Hipkins, R., Cowie, B., Tolbert, S. & Waiti, P. (2023) Designing for empowering curriculum implementation: The potential of “enduring competencies”. New Zealand Annual Review of Education, 28:38-48, https://doi.org/10.26686/nzaroe.v28.8273.
Hipkins, R. (2024). From key competencies to science capabilities and on to enduring competencies. Tracing the trajectory of an idea. set: Research Information for Teachers, 1, 20-27, https://doi.org/10.18296/set.1547.
Acknowledgement
Ngā mihi nui a Pauline Waiti rātou ko Lian Soh, ko Rose Hipkins. E rere ana ngā mihi maioha ki ngā matangi nei e whaiwhai haere ana i ngā huarahi hei whakanui, hei whakanikoniko i ngā pūnaha mātauranga maha, tae atu ki te mātauranga Māori me ngā akoranga pūtaiao.
