Some responses to an early draft of a proposed science curriculum warned it would . But an updated curriculum for todays world presents an opportunity to engage all students in science through contexts that matter.
As we witness record-breaking temperatures on land and in the泭, contaminating drinking water in the US, and泭泭globally, it is clear泭泭is not just about learning the basics.
Teaching science should instead be about developing泭. A meaningful and robust science education is increasingly泭, not just those who want to become scientists.
Students must learn to泭, alongside other forms of knowledge, to make informed decisions and act on issues that matter.
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Curriculum change is necessary
Decades of research have shown that school science that focuses predominantly on decontextualised scientific facts and theories has泭. This approach has ill prepared students to engage competently or critically with science, and has failed to泭泭in science careers or degree programmes.
Enrolments in traditional science programmes at New 厙ぴ勛圖universities are泭. Fewer 15-year-old New Zealanders see the泭泭compared to international peers.
As former chief science advisor Sir Peter Gluckman泭泭in 2011, New 厙ぴ勛圖needs radical changes to the science curriculum to better prepare students for the complex issues of our time.
A 2022泭泭to the泭泭reinforced this perspective. It highlighted how science education needs to prepare students for a world characterised by increasing disinformation campaigns, and growing environmental and other science-related social concerns.
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What needs to change
The泭泭states the purpose of science education is to ensure students can participate as critical, informed, and responsible citizens in a society in which science plays a significant role.
But as a泭泭issued by the Education Review Office revealed, New 厙ぴ勛圖is far from achieving this goal. Students awareness of environmental problems has泭. A泭泭showed New Zealanders dont understand how to act on climate change.
Faced with interrelated changes in the environment,泭. It is becoming more interdisciplinary. We see new fields emerging at the intersection of physics, chemistry and biology.
Scientists are increasingly working alongside Mori and other Indigenous leaders, drawing from multiple knowledge systems to泭collaborate on complex science-related problems. A science curriculum for todays world must be interdisciplinary and reflect these changes. Students need to be able to see泭.
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Teaching science in context
Research shows that students learn fundamental science concepts better when they are泭. A contextualised curriculum also creates space for泭泭such as mtauranga Mori and Indigenous knowledge.
Such an approach supports learning in泭, which is particularly important given the growing diversity in New 厙ぴ勛圖schools.
A science curriculum focused on contemporary issues will not only help prepare all students to engage more competently with science, it can also inspire more students to consider science-related career paths they might not have otherwise.
Curriculum wars in science are not new. Debates over the goals and content of a science curriculum are泭, and meaningful curriculum change that disrupts the status quo is difficult.
It requires a bold vision but must also be buttressed by extensive support for teachers. Some non-Mori science teachers are keen to make the change but have expressed concerns about lacking skills; for example, how to泭.
Teachers are currently泭泭to teach science in the context of the critical issues of our time, such as climate change. Teacher education and professional development will need to be turbo-charged with泭.
However, the goal of curriculum reform is to lay out a泭, which then drives and catalyses the required resourcing.
Fortunately, there are泭泭and泭泭in New 厙ぴ勛圖currently leading the way. We can look to them to see what is possible and be inspired by all that science education can be.
This article was originally published on泭.泭
