Mātauranga Māori and Secondary Science Teaching: 2022

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aut.relation.endpage90
aut.relation.issue2
aut.relation.journalTeachers' Work
aut.relation.startpage84
aut.relation.volume19
dc.contributor.authorStewart, Georgina
dc.date.accessioned2024-07-11T02:05:45Z
dc.date.available2024-07-11T02:05:45Z
dc.date.issued2022-12-17
dc.description.abstractThis reflection piece is written for secondary science teachers in Aotearoa New Zealand who are, for the first time, being obliged to consider the inclusion of Māori words and concepts in the NCEA achievement standards they use to assess their students. My aim is to unpack the issues implicit in the current trends to incorporate Māori knowledge in the secondary science curriculum, and help science teachers see the new standards in a more balanced and optimistic way.
dc.identifier.citationTeachers' Work, ISSN: 1176-6662 (Print); 1176-6662 (Online), Auckland University of Technology (AUT) Library, 19(2), 84-90. doi: 10.24135/teacherswork.v19i2.359
dc.identifier.doi10.24135/teacherswork.v19i2.359
dc.identifier.issn1176-6662
dc.identifier.issn1176-6662
dc.identifier.urihttp://hdl.handle.net/10292/17781
dc.publisherFaculty of Education, University of Canterbury
dc.relation.urihttps://ojs.aut.ac.nz/teachers-work/article/view/359
dc.rightsCopyright (c) 2022 Georgina Stewart. Creative Commons License. This work is licensed under a Creative Commons Attribution 4.0 International License.
dc.rights.accessrightsOpenAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subject3901 Curriculum and Pedagogy
dc.subject3903 Education Systems
dc.subject39 Education
dc.subject1303 Specialist Studies in Education
dc.subject3903 Education systems
dc.titleMātauranga Māori and Secondary Science Teaching: 2022
dc.typeJournal Article
pubs.elements-id558058
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