Puna Aronui – Inclusive science education
Inclusive education became apparent as traditional one-size-fits-all approaches were failing and excluding learners from different cultures, with different abilities or who came from different socio-economic backgrounds. These barriers were created by systems rather than by learners themselves. Inclusive education recognises diversity as a strength and promotes equity and belonging.
Science is constantly changing. Inclusive education for me means finding ways to meaningfully engage all students in science education and hopefully ignite their curiosity about the world they live in. It may require adapting resources, providing different levels of scaffolding and viewing science through a cultural lens too.
Puna Aronui collaboration
Enhancing teachers’ professional learning to support inclusive science education through an innovative collaboration between the Science Learning Hub Pokapū Akoranga Pūtaiao and New Zealand Association of Science Educators, funded by the Network of Expertise.
Image of students collecting kōwhai seeds by Chloe Stantiall.
Puna Aronui – Inclusive science education was a 4-week online community learning programme, funded by the New Zealand Association of Science Educators and the Network of Expertise, which supported participants to build a deeper, shared understanding of inclusive science teaching through a carefully sequenced learning journey. Over the 4 weeks, participants engaged in structured activities that progressively strengthened their knowledge, reflection and practice, while learning alongside a supportive community of peers.
The name underpinning the design of the programme is Puna Aronui. Puna refers to a spring or source, symbolising a continuous and flowing well of wisdom. Aronui represents the pursuit of knowledge through careful observation, understanding and human intellect and is one of the three kete mātauranga in Māori cosmology, associated with practical and human knowledge.
The programme began by prioritising relationships and connection. Participants established shared ways of working, building trust within the learning community and reflecting on their personal motivations for engaging in the programme. This foundation supported open dialogue, collective inquiry and meaningful engagement throughout the course.
Participants then explored inclusion and diversity in the context of science education. This phase focused on developing a shared understanding of inclusion, examining disability language, accessibility in science learning environments and the principles of Universal Design for Learning. Learners reflected on ideas introduced through live-session presentations and considered how these concepts connected to and challenged their own classroom practice.
Inclusivity in science education
This interactive provides an overview of learning themes explored in a 4-week online community learning programme designed to strengthen participants’ understanding and practice of inclusive science education.
It was funded by the New Zealand Association of Science Educators and the Network of Expertise.
Select a label to obtain more information about the weekly learning focuses and activities.
Select here to view the full transcript and copyright information.
In the final weeks, the focus shifted towards culturally responsive practice, student voice and effective inclusive pedagogy in science education. Participants shared strategies and examples from their own contexts, provided constructive feedback to peers and engaged in critical reflection on how inclusive approaches could strengthen engagement and learning outcomes. Across these discussions and activities, learners identified shifts in their thinking and practice, supporting ongoing movement towards more inclusive, equitable science learning environments.
Without motivation, there is no push to learn.
Without engagement, there is no way to learn.
Without voice, there is no authenticity in learning.
Additional resources
How can we support our gifted learners? If this is an area of interest to you, the article, An introduction to gifted and talented education will be useful.
Universal Design for Learning (UDL) is an educational framework that helps teachers create inclusive learning environments by offering multiple means of engagement, representation and action/expression. View a video clip about UDL and the New Zealand Curriculum.
Culturally responsive pedagogies can reduce the gaps between the highest and lowest achievers while raising overall levels of achievement. Read more about the importance of culturally responsive teaching here.
Te Kotahitanga was a project that sought to improve the educational achievement of Māori students in mainstream schools. Through interviews with Māori students, their teachers and whānau, the authors learned about the characteristics of teachers that made a difference. You can view these interviews below:
Student voices – Māori students leaving schools that have been part of Te Kotahitanga at year 13 reflect on their experiences in these schools since year 9.
Power sharing – culturally responsive teaching and learning – A science teacher’s story about using strategies to help raise engagement and achievement in her class.
Student engagement – “I know my students well, but I didn’t know me well.” My approach and style when teaching was different. Observations and critical feedback and feed forward made a difference.
Reducing the barriers is key to inclusive education. Watch this informative video clip from Shelley Moore.
Acknowledgement
Acknowledging the support and funding from the New Zealand Association of Science Educators and the Network of Expertise.
