Cultural issues that challenge traditional science teaching

Māori and Pasifika students are over represented amongst students who are underachieving in school science.  New Zealand's science curriculum aims to be inclusive of these students and to that end suggests contexts for learning that take account of different types of life experiences. 

This paper, presented at the Third Annual New Zealand Science Education Symposium, Massey University, Wellington; November 2002, outlines three models for aligning Western science with other knowledge systems and promotes the view that dialogue about the issues raised is a necessary first step to achieving any change in relevant classroom practice.

Questions / Things to think about

1. How do your community’s views on the nature of science differ from your own?
2. Who in the community may hold the knowledge surrounding other views on the nature of science?
3. How can the school find opportunities to engage with whānau and iwi about their views?
4. How do you engage with students about differing views on the nature of science’?