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Science Kits Launched, Curriculum Overhaul To Come
Science Kits Launched, Curriculum Overhaul To Come

Scoop

time3 days ago

  • Science
  • Scoop

Science Kits Launched, Curriculum Overhaul To Come

The 2025 Budget included almost $40 million over four years on science kits for Year 0 to 8 students, which the Education Minister today announced will 'support teachers to confidently deliver practical science learning, aligned with the new science curriculum.' The SMC asked experts to comment on the state of science education in NZ. Professor Stuart McNaughton, Professor in Curriculum and Pedagogy at the University of Auckland, comments: 'Science and pūtaiao kits which provide teachers with hands on level-appropriate resources for experiments and science activities are an important piece in a wider puzzle. That puzzle is how best to increase both students' understanding and critical engagement in science, particularly through the primary school years where we know we need to be more effective. 'Other parts of the puzzle include the capabilities of the teachers to use the resources effectively. It has been apparent for some time that we need more specialised knowledge and skills to teach science in these years. Being able to use resources such as these, tailored to the local context, is key to increasing ongoing engagement. 'A good example is the role of well-designed resources in environment science topics, focused on the local context and its communities, acknowledging their knowledge, including Mātauranga Māori. When associated with students engaging in ways which contribute to solving issues related to climate change, this develops both achievement in science, and science citizenship skills. 'There are implications here for the preparation of our teachers to teach years 0-8 and their ongoing professional learning and development. Having advanced qualifications and a science background for specialist teaching available in schools needs to be accompanied by other pieces. 'The curriculum piece requires clear direction on how best and when to foster deep knowledge, critical thinking and the skills for acting as a scientist. The latter must include being able to identify and understand the threats posed by misused and misrepresented science information; students urgently need well-developed media and information literacy for science.' No conflicts of interest. Science education researchers Professor Georgina Tuari Stewart (Ngāpuhi-nui-tonu, Pare Hauraki), AUT; Associate Professor Sally Birdsall, University of Auckland; and Dr Brian Tweed, Massey University, comment: 'It's got to be a good thing to bring down barriers to learning science, so we welcome the news today about the kits for all Year 0-8 classrooms. 'They are not essential for primary science, which can be taught brilliantly using everyday materials, and schools will need to carefully store and manage them to prevent components being lost. Providing teacher professional learning will be key; on their own, the kits could be ineffective. 'But no matter how well they are used, these kits could never produce the results claimed by the Minister, because it is in secondary schooling where all but a tiny percent of students are turned off and stop studying science.' Conflict of interest statement: None declared. Dr Carrie Swanson, Senior Lecturer in Teacher Education at AUT, comments: 'The announcement of investment in primary science education is welcome. 'There are two main foci for science education, one is to produce scientifically literate citizens, and the other is to produce scientists or students who will work in STEM fields. It appears the direction of the implied curriculum is towards educating future scientists. 'Enhancing the STEM pipeline is more complex than providing students with a 'wow' experience. Providing curated boxes of experiments, and online modules on how to do the experiments will not position the learning within relevant contexts. This is only part of the solution. Teachers need sustained professional development from science experts, preferably kanohi ki te kanohi to not only develop their thinking about scientific concepts but also how to support discussion and enhance critical thinking about socio-scientific issues and wicked problems affecting the world. Students need to be able to see themselves in science and see the relevance of it to them and their community. 'This is a weakness in this approach, as the science is 'boxed' rather than connected to the world around them. While it is pleasing to see that resources are available in te reo, the connection to Mātauranga Māori and Pacific contexts is less apparent. There seems to be a dearth of connection to the environment, and sustainability.' No conflicts of interest. Dr Jared Carpendale, Senior Lecturer – Teacher Education, Massey University, comments: ' I also want students to love learning about science. 'The issue of a lack of science learning opportunities and experiences for primary aged students which foster their natural curiosity is systemic and ongoing. Focusing on developing science kits seems short sighted when the goal should be about supporting teachers' knowledge and confidence to teach science in a transformative and systemic way. 'Science kits might help those teachers who are keen on teaching science where accessing resources is an external barrier. However, research shows that for most primary teachers, the barrier is internal – their knowledge, confidence, and views on science, often stemming from their own science education experiences. 'In their work, the Education Review Office highlighted eight actions from schools that influenced the improvement of science learning for primary aged students: Demonstrating the will to improve student engagement in science Carrying out high-quality internal evaluation Using achievement information for planning and evaluation Engaging in targeted external and in-school professional learning and development Effectively managing change Changing the focus of science programmes from content to developing science capabilities Using a range of resources Involving others in the community 'Using science kits focuses on one of these. While the announcement mentions that teachers will have access to professional development modules, it seems that they will be focused on how to use the kits rather than understanding the science ideas which underpin them. 'Perhaps a more appropriate way to use ~$40m is to build a national network of primary science specialists who can support teacher knowledge and confidence in appropriate and transformative ways.' No conflicts of interest. Associate Professor Chris Eames, School of Education, University of Waikato, comments: 'It was great news in the budget to see the Government resourcing science education. This is critical for our students to foster an understanding of the world around us and give young people the knowledge and skills to inform their decision-making. This is especially important at a time when misinformation and disinformation are being widely used, the role of evidence is being undermined. 'The provision of the science kits does have promise to engage students' thinking and curiosity, and done well, could stimulate an enjoyment of learning in science, leading to later career choices. Science kits by themselves are a limited response to engaging students' learning and care is needed to ensure students are engaging in a range of scientific methods, including learning outside the classroom. 'Any initiative to improve science education in primary schools will rely on the capacity and capability of the teacher, so it will be important that the science kit professional development modules focus on more than just how to use the kit, but help to support teacher conceptual, procedural and epistemic knowledge. It is also questionable as to whether provision of science kits to all schools over 4 years is a durable solution to create long-term excellence in science education in primary schools. This initiative seems lacking in longer-term teacher capacity building. 'The timeframe to deliver the kits and support is welcome but quite short. It is to be hoped that the provision of this initiative will be offered widely to the science education community to ensure the best possible offerings from a diverse range of suppliers. It would also be important for the kits to include opportunities to integrate literacy and numeracy objectives, so that time-pressured teachers can find ways to fit their use into their curriculum. ' Conflict of interest statement: 'I have not been involved in the science curriculum writing and do not perceive any other conflict of interest.' Dr Michael Edmonds, President of the NZ Institute of Chemistry, comments: 'I am delighted to see the government has committed to bring high quality, hands-on science kits into classrooms around New Zealand. There is nothing quite like students participating in science themselves to spark a passion for science that can lead to many different and satisfying future careers. The New Zealand science and engineering communities have a proud history of bringing practical science to schools and communities through initiatives such as the Wonder Project, House of Science, Nanogirl and EVolocity. Reduction of government funding for the aforementioned projects means there is certainly a space for more hands on activities in schools. 'As this government is focused on efficiency, I would encourage them to make sure that any new initiatives align well with previous initiatives use of existing expertise in New Zealand, perhaps by consulting or contracting previous providers. This way we can be certain that the new initiatives engage and inspire students to not only understand key scientific concepts but also see how science can and does make the world a better and more exciting place to live.' No conflicts of interest.

Strike shutters Zimbabwe's main university
Strike shutters Zimbabwe's main university

Time of India

time5 days ago

  • Business
  • Time of India

Strike shutters Zimbabwe's main university

Representative Image HARARE: More than 100 lecturers and teaching staff picketed at Zimbabwe's main university Tuesday to back a five-week wage strike that has already forced the cancellation of exams. Lecturers at the University of Zimbabwe downed tools on April 16 to demand an increase in salary from $230 (US dollars) to $2,500 per month, the amount they were last paid back in 2018 before a massive currency change and devaluation. Zimbabwe National Students Union students joined the staff at the third picket outside the university in central Harare since the indefinite strike began. There have been no classes since the action started and students were unable to write exams due two weeks ago, Association of University Teachers (AUT) representative Obvious Vengeyi said. "The administration suspended five of AUT leaders hoping the strike will go off but unfortunately they have added fuel to the fire," he told AFP on the sidelines of the demonstration. "If they do not address our demands, this university will close its doors for the first time since it was opened in 1952," Vengeyi said. The AUT said the university employs about 1,200 lecturers and other teaching staff but only 17 were working. Earlier this month, six students were arrested and charged for protesting in support of the teachers. "We have realised that the lecturers are the cornerstone of our education so their mistreatment means that there is no progress that can happen at this university," student leader Darlington Chingwena told AFP. Lecturers are demanding their monthly salaries be pegged at $2,500, which they say is on par with other regional higher education institutions. Salaries were devalued after Zimbabwe shifted from the US dollar in 2019 to a local quasi-currency known as the RTGS (real time gross settlement). It was replaced by a new gold-backed currency launched in April 2024 with the aim of tackling sky-high inflation and stabilising the country's long-floundering economy. According to a document seen by AFP, the university -- which reportedly has around 18,000 students -- said last week it will replace the striking staff with temporary hires. str/br/ho/giv

AUT wants unified admission panel for self-financing and aided streams in colleges in T.N.
AUT wants unified admission panel for self-financing and aided streams in colleges in T.N.

The Hindu

time6 days ago

  • Politics
  • The Hindu

AUT wants unified admission panel for self-financing and aided streams in colleges in T.N.

The Association of University Teachers has appealed to the Tamil Nadu government to ensure a single admission committee for self-financing and aided streams in aided colleges across the State. The members want the government to make sure that aided stream students in colleges are levied only the government-prescribed fees during admission. The association appealed to the government to constitute an admission committee for the year 2025-26 by co-opting Scheduled Caste (SC) members in it. The council has resolved to implement the Prohibition of Capitation Fee (Educational Institutions) Act 1992 to prevent managements of aided colleges from fleecing students from lower socioeconomic background. The members wanted the government to appoint a bureaucrat as the registrar of Periyar University, Salem, to streamline the administrative irregularities found in the varsity in the last four years. The council has also proposed to appeal to the government to constitute an inquiry into the nomination of the head of Tamil department as the in-charge Vice-Chancellor by the then V-C R. Jaganathan, and the omissions and commissions by the in-charge V-C. An impartial inquiry into excess fee collection in the name of condonation fee for Tiruvalluvar University during 2024-25 must be constituted, the members said. They have also sought the implementation of the University Grants Commission (UGC) regulations, 2023, by universities that call for nomination of only senior-most faculties to the academic council/governing board of autonomous colleges. K. Raja, general secretary of the AUT, said the Higher Education department should initiate immediate steps to release the long-pending salary since April 2024 due to teachers and staffers of erstwhile constituent colleges of Bharathidasan University and withdraw the case filed at the Madurai Bench of the Madras High Court. The council also resolved to urge Bharathidasan University to absorb the 34 regular teachers against existing vacancy in university departments in consonance with the resolution passed by the syndicate in November 2019. The AUT resolved that the Higher Education department should intervene and impress upon the interim administrator to conduct the elections to the Pachiayappa's Trust Board to enable the constitutions of the college committees at the earliest. On Sunday (May 25, 2025), the AUT elected new office-bearers. R. Saravanan, K. Raja, and K. Syed Ahamed Kabeer were sworn in as president, general secretary, and treasurer, respectively, for the period 2025-2027.

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