Inspiring science teaching discussions

Science education is evolving, and our teaching practices need to reflect this. The Science Learning Hub Pokapū Akoranga Pūtaiao (SLH) invited a small group of experienced science teachers to share their understanding and classroom practices. Joining the discussions were science/pūtaiao educators acting as facilitators. The purpose was to produce short videos to prompt teacher professional discussions within and between schools and communities.

A shared vision

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As educators, we have opportunities to contribute to a shared vision for social justice via inclusive teaching and learning practices.

Rights: Lightspring, Shutterstock

Science for the future

There is a lot happening in education within Aotearoa New Zealand and globally – with implications for what we teach and why.

The New Zealand Curriculum is knowledge-rich, informed by the science of learning, and framed within the whakapapa of Te Mātaiaho. The design of this framework encompasses seven curriculum components. Te Mātaiaho as a whole weaves together these components, all of which begin with the word ‘mātai’, meaning to observe, examine, and deliberately consider.

We are working to ensure there is equal status, support and resourcing for mātauranga Māori in NCEA, opening up greater opportunities for ākonga to access mātauranga Māori and the pathways that lead from it. This change is system-wide, with mātauranga Māori being woven into all aspects of NCEA.

Science education has an important role to play in supporting our young people to meet the complex challenges of the modern age. Students need a curriculum that can prepare them to work collaboratively, competently and confidently to address the wicked ‘global’ problems of our time.

The PISA 2025 science framework defines the competencies that are developed by science education. These are perceived to be a key educational outcome for students, to engage with science-related issues, with the ideas of science, and to use them for informed decision making. The scientific competencies define what is considered important for young people to know, value, and be able to do in situations requiring the use of scientific and technological knowledge.

Additional resources

The following resources provide helpful background information. They’ve been broadly grouped into themes.

Aotearoa New Zealand

• Mana ōrite mō te Mātauranga Māori – equal status for mātauranga Māori in NCEA – Ministry of Education

• Professor Georgina Stewart on the science curriculum – Waatea News

• Decolonising science – The Conversation/SLH article

• The 2024 science education summit – SLH article and videos

• The changing purpose of science education – SLH video

• Thinking about science education for the future – SLH article

Enduring competencies for designing science learning pathways

• Enduring competencies for designing science learning pathways – NZCER

• Enduring competencies for designing science learning pathways – SLH webinar

• What is a knowledge system? – SLH webinar

• Learning benefits of a knowledge systems approach to science – SLH webinar

• Taking a knowledge systems approach in the classroom: Some dos and don’ts – SLH webinar

PISA 2025 Science Framework

• PISA 2025 Science Framework – OECD

• Agency in the Anthropocene – SLH article

Nature of science and the science capabilities

• The nature of science in the curriculum – SLH article

• Five science capabilities – Tāhūrangi

• Having fun with the science capabilities – SLH webinar

• Science capabilities in action – SLH webinar

Science concepts

• Science topics and science concepts – SLH article

• Science concepts – SLH list with links to resources

• Building Science Concepts – SLH articles

Examples of mātauranga Māori and science

• Awhi mai awhi atu – kuku restoration – SLH article

• Monitoring kōura – SLH article

• He awa whiria – braided rivers – SLH video

• He reo nō te puehu – A voice from the dust – SLH article and video

Contextual learning

• Strengthening science learning – SLH article

• Science in New Zealand contexts: perspectives of teachers and students – SLH article

• Building science capital at Toko School – SLH article

Big issues

• Climate change – a wicked problem for classroom inquiry – SLH article

• Genetically modified foods – a socio-scientific issue – SLH article

• Water fluoridation – a socio-scientific issue – SLH article

• 1080 – a wicked problem – SLH article

• Getting to the heart of diabetes and exercise – SLH article

• The environmental fate of chemicals – a context for learning – SLH article