Last Thursday (19.02.15) I had the opportunity to attend this Public Symposium at the University of Waikato.
A range of speakers, from practising classroom teachers to researchers presented their views then two professors from the Netherlands (Professor Jan van Driel and Associate Professor Amanda Berry) summarised the talk from their viewpoints.
Some key points I came away with were:
The "Hawthorne" effect
active teaching versus inquiry
personalised versus individualised learning
Irene Cooper - Principal of Hillcrest Normal School
matching the front and the back of the curriculum(values and KC to AOs)
encourage flexible delivery but expectation that science IS delivered
2 year cycle of coverage
linking virtual to real experiences
Georgina Stewart - Kaupapa Maori Science
Western Science can be a gatekeeper to Maori students due to high literacy and numeracy demands
Need to look at non Western Science when teaching too
Monday 23 February 2015
Thursday 19 February 2015
BOP Cluster meeting and morning tea
This Thursday (19.02.15) Ang and I organised a cluster meeting and morning tea for the participant teachers in our area.
Chris Duggan from House of Science spoke to our group for half an hour, outlining her journey. It's incredible to track the progress of the HoS from initially an idea to now being being rolled out across NZ! We were thoroughly impressed and inspired by her story and are all keen for our schools to join up if they are not already members.
We then invited staff and students from the Coastal Marine Field Station to join us for morning tea. This gave them the opportunity to explain their work and us the opportunity to connect. Te Puea did a fantastic job of rounding up a group and getting them across to us despite their busy thesis writing schedules.
The room was buzzing with chat and I think both teachers and scientists enjoyed themselves.
We then met Mark in the hangar for a quick tour and Q and A session of the tanks. These are here for both educational and research purposes.
Mark who takes care of the tanks is an example of someone with high scientific literacy, most of it gained through careful observation and experience. I learnt that the male sea horse has a big stomach to attract the females with and that carpet sharks can rest on the sea floor unlike other sharks which must keep moving. A video of the sea horses to follow!
Chris Duggan from House of Science spoke to our group for half an hour, outlining her journey. It's incredible to track the progress of the HoS from initially an idea to now being being rolled out across NZ! We were thoroughly impressed and inspired by her story and are all keen for our schools to join up if they are not already members.
We then invited staff and students from the Coastal Marine Field Station to join us for morning tea. This gave them the opportunity to explain their work and us the opportunity to connect. Te Puea did a fantastic job of rounding up a group and getting them across to us despite their busy thesis writing schedules.
The room was buzzing with chat and I think both teachers and scientists enjoyed themselves.
We then met Mark in the hangar for a quick tour and Q and A session of the tanks. These are here for both educational and research purposes.
Mark who takes care of the tanks is an example of someone with high scientific literacy, most of it gained through careful observation and experience. I learnt that the male sea horse has a big stomach to attract the females with and that carpet sharks can rest on the sea floor unlike other sharks which must keep moving. A video of the sea horses to follow!
Tuesday 17 February 2015
Estuary presentation and field trip
On Tuesday (17.02.15) Julien a PhD student here at the Coastal Marine Field Station shared some of his research then took us to see the different sites that he has been testing. He was very open to the idea of communicating about his research with us. He reminded us that in science you can prove almost anything you want. This reiterates the importance of the Communicating in Science NoS strand in which students must question the purpose for which texts have been constructed.
In one aspect of his research Julien has taken estuarial samples (cockle shells, sediment, sea-grass, water) and measured the metal elements which are present, at differning levels over time. His core sampler goes metres into the ground allowing the sample to be dated. When the results are graphed longitudinally it was clear to see the different metals present in the sediment at different times. For example, higher arsenic readings in the sample dating from about 60 years ago could be linked to a particular type of fertiliser used at this time (which is not used anymore!).
Julien showed us some of the different locations from where he has taken samples (Water Treatment plant, Waimapu Estuary, Tauwhakatiki Marae) and we discussed the implications of his results on the communities from these areas. Traditionally Maori have used these water ways for recreation and nourishment.
This data is adding to the growing knowledge about our waterways and the impacts of waste water. Julien suggests that others may be able to use his data to ask further questions and to also make decisions about possible actions. This links strongly to both aspects of the NoS Participating and Contributing strand.
In one aspect of his research Julien has taken estuarial samples (cockle shells, sediment, sea-grass, water) and measured the metal elements which are present, at differning levels over time. His core sampler goes metres into the ground allowing the sample to be dated. When the results are graphed longitudinally it was clear to see the different metals present in the sediment at different times. For example, higher arsenic readings in the sample dating from about 60 years ago could be linked to a particular type of fertiliser used at this time (which is not used anymore!).
Julien showed us some of the different locations from where he has taken samples (Water Treatment plant, Waimapu Estuary, Tauwhakatiki Marae) and we discussed the implications of his results on the communities from these areas. Traditionally Maori have used these water ways for recreation and nourishment.
This data is adding to the growing knowledge about our waterways and the impacts of waste water. Julien suggests that others may be able to use his data to ask further questions and to also make decisions about possible actions. This links strongly to both aspects of the NoS Participating and Contributing strand.
Building an artificial reef
On Monday (16.02.15) we had the opportunity to help Keith, Simon and Jane from the BOP Polytechnic to build an artificial reef.
We met at the Pilot Bay wharf and our role was to wrap netting around concrete blocks while the seaweed was collected from Motuotau Island (Rabbit Island) Reserve and brought to us to be attached.
We met at the Pilot Bay wharf and our role was to wrap netting around concrete blocks while the seaweed was collected from Motuotau Island (Rabbit Island) Reserve and brought to us to be attached.
We then had to work quickly to attach the seaweed to the blocks so that it could be redistributed closer to Mauao.
Keith is interested in the effects of urbanisation on marine life in our area. They will monitor the samples to see if any changes are happening once transplanted from a reserve to a more urban area.
NoS Connections:
Investigating in Science, ask questions, find evidence, make simple models and carry out appropriate investigations to develop simple explanations
Participating and contributing, use growing science knowledge when considering issues of concern
Thursday 12 February 2015
Priority 1 speaker - Derek Handley
Derek is a kiwi entrepreneur, speaker and investor, and a committed "astronaut - in - waiting".
While waiting for the talk to begin, I initially wondered if this was really going to be for me. Most of the 300+ member audience looked as if they had stepped straight from their corporate environments. I was regretting my choice of primary school teacher-ish outfit!
I shouldn't have worried. As I pointed out to a friend later, Derek wasn't even wearing socks and while his background is in design and business, he is an advocate for business, for the wellbeing of people and the planet.
He spoke of diversity and the need to have those who are affected by the problem, as part of the problem solving. Interestingly he was misquoted to say "people who are part of the problem"... which he pointed out and corrected.
He drew our attention to the fact that the current business models are not doing anything to alleviate world poverty and illiteracy levels. The model needs to change from one in which money is earned then donated to causes, to one in which business makes a positive social impact along the way.
I'm sure everyone came away with more than enough food for thought.
While waiting for the talk to begin, I initially wondered if this was really going to be for me. Most of the 300+ member audience looked as if they had stepped straight from their corporate environments. I was regretting my choice of primary school teacher-ish outfit!
I shouldn't have worried. As I pointed out to a friend later, Derek wasn't even wearing socks and while his background is in design and business, he is an advocate for business, for the wellbeing of people and the planet.
He spoke of diversity and the need to have those who are affected by the problem, as part of the problem solving. Interestingly he was misquoted to say "people who are part of the problem"... which he pointed out and corrected.
He drew our attention to the fact that the current business models are not doing anything to alleviate world poverty and illiteracy levels. The model needs to change from one in which money is earned then donated to causes, to one in which business makes a positive social impact along the way.
I'm sure everyone came away with more than enough food for thought.
Tuesday 10 February 2015
Larval fish sampling
This involved putting a net down at 8pm and 8am a few hours after low tide to see what species of larval fish are in the harbour. The student I assisted has been working on this for over a year now and it is important research as this type of survey has never been conducted in the Tauranga Harbour before!
This new knowledge will help us better understand human impact and help us identify nursery habitats which need protecting. (NoS Understanding about science, Appreciate that science is a way of explaining the world and that science knowledge changes over time, identify ways in which scientists work together and provide evidence to support their ideas)
These samples were then placed under the microscope to be identified using specific identification guides if need be. The numbers of species found and types of species will be recorded in a spread sheet as are factors such as water flow, tide, temperature etc.
While the microscope and samples were out I was able to observe a larval flounder and the transition of its eye moving to be on the top if its head! How interesting!
The image below is similar to what I saw in the microscope...
This new knowledge will help us better understand human impact and help us identify nursery habitats which need protecting. (NoS Understanding about science, Appreciate that science is a way of explaining the world and that science knowledge changes over time, identify ways in which scientists work together and provide evidence to support their ideas)
Once the net was up, the catch was tipped into blue trays and gone through carefully with tweezers to extract the larvae from the seaweed and other things that were trapped in the net. Both the blue trays and keeping an eye out for the eyes were helpful strategies when identifying the larval fish from other matter.
These samples were then placed under the microscope to be identified using specific identification guides if need be. The numbers of species found and types of species will be recorded in a spread sheet as are factors such as water flow, tide, temperature etc.
While the microscope and samples were out I was able to observe a larval flounder and the transition of its eye moving to be on the top if its head! How interesting!
The image below is similar to what I saw in the microscope...
Monday 9 February 2015
Road trip to Hamilton
Today we joined our host for a trip to the University of Waikato. We were to meet a few VIPs and to also hand our contracts to the right person for signing.
It was great to have some one on one time with our host (as John suggested, in the car is a prime opportunity to pick their brains and hear all of their scientific thoughts on the world). I learnt some interesting things today about seismic mapping, freshwater jellyfish and TED talks! Our host explained how he assisted with research on seismic mapping in
While at the university we bumped into Jaco and caught up about how things are going at our respective sites. I was envious to hear that he is out at Raglan tomorrow swimming drifters out to their various locations! We had a quick tour of his office and met his office mate with whom we discussed the pros and cons of fundamental versus applied research.
(Communicating in Science: beginning to use a range of scientific symbols, conventions and vocabulary)
While on the road I got to thinking about the Nature of Science and I wondered how many examples of this I would find while on this sabbatical. My aim is to get one real life example or more from each of the AOs for NoS.
NoS participating and contributing: use their growing science knowledge when considering issues of concern to them
NoS understanding about science: identify ways in which scientists work together and provide evidence to support their ideas
It was great to have some one on one time with our host (as John suggested, in the car is a prime opportunity to pick their brains and hear all of their scientific thoughts on the world). I learnt some interesting things today about seismic mapping, freshwater jellyfish and TED talks! Our host explained how he assisted with research on seismic mapping in
While at the university we bumped into Jaco and caught up about how things are going at our respective sites. I was envious to hear that he is out at Raglan tomorrow swimming drifters out to their various locations! We had a quick tour of his office and met his office mate with whom we discussed the pros and cons of fundamental versus applied research.
(Communicating in Science: beginning to use a range of scientific symbols, conventions and vocabulary)
While on the road I got to thinking about the Nature of Science and I wondered how many examples of this I would find while on this sabbatical. My aim is to get one real life example or more from each of the AOs for NoS.
NoS participating and contributing: use their growing science knowledge when considering issues of concern to them
NoS understanding about science: identify ways in which scientists work together and provide evidence to support their ideas
Sunday 8 February 2015
Hands on at last!
By Wednesday we were feeling quite settled in our office, on top of our reading and other administrative tasks and were more than ready to "do" something!
While waiting to meet with our host to discuss how our time would be spent at the field station we inadvertently gate-crashed a birthday morning tea. Topics such as aquanauts and MOOCs were being discussed, it was interesting to listen in on what scientists chat about in their free time!
The technician was setting up a water chemistry experiment for a student that we were able to help out with. The project is: Toitu Te Moananui a Toi - Impacts to the coastal water quality and ecosystem foundations of Otaiti (Astrolabe Reef) following the MV Rena grounding.
We helped set up the water samples and measured the oxygen levels over time. To do this, a Sensor Probe Transmission System was used - a very expensive and delicate data logger!
NoS Links:
Investigating in Science
Build on prior experiences working together to share and examine their own and others' knowledge (different chapters in the thesis, further research questions arising from results, tying in with other students' research)
Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations (purpose of the project, data from the sensor is evidence, explaining the data from the sensor)
While waiting to meet with our host to discuss how our time would be spent at the field station we inadvertently gate-crashed a birthday morning tea. Topics such as aquanauts and MOOCs were being discussed, it was interesting to listen in on what scientists chat about in their free time!
The technician was setting up a water chemistry experiment for a student that we were able to help out with. The project is: Toitu Te Moananui a Toi - Impacts to the coastal water quality and ecosystem foundations of Otaiti (Astrolabe Reef) following the MV Rena grounding.
We helped set up the water samples and measured the oxygen levels over time. To do this, a Sensor Probe Transmission System was used - a very expensive and delicate data logger!
NoS Links:
Investigating in Science
Build on prior experiences working together to share and examine their own and others' knowledge (different chapters in the thesis, further research questions arising from results, tying in with other students' research)
Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations (purpose of the project, data from the sensor is evidence, explaining the data from the sensor)
Wednesday 4 February 2015
First day!
As a Participant Teacher on the Science Teaching Leadership Programme, I am based at the Coastal Marine Field Station (University of Waikato)
and my office is inside the stunning House of Science which is on the same site. The House of Science links the University of Waikato Tertiary Partnership to primary and secondary schools in the region and is an absolutely fantastic resource.
and my office is inside the stunning House of Science which is on the same site. The House of Science links the University of Waikato Tertiary Partnership to primary and secondary schools in the region and is an absolutely fantastic resource.
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