Engaging Primary Students in Learning about New Zealand Birds: A Socially Relevant Context

Autor/inn/en	Chen, Junjun; Cowie, Bronwen
Titel	Engaging Primary Students in Learning about New Zealand Birds: A Socially Relevant Context
Quelle	In: International Journal of Science Education, 35 (2013) 8, S.1344-1366 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.763194
Schlagwörter	Ornithology; Grade 7; Biology; Conservation (Environment); Wildlife; Observation; Pretests Posttests; Student Attitudes; Teaching Methods; Context Effect; Environmental Influences; Outdoor Education; Social Responsibility; Brainstorming; Prior Learning; Instructional Effectiveness; Foreign Countries; Semi Structured Interviews; Focus Groups; New Zealand + Suchen Sie Ihr Suchwort? Ornithologie; School year 07; 7. Schuljahr; Schuljahr 07; Biologie; Conservation; Environment; Konservierung; Bewahung; Umwelt; Beobachtung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Environmental influence; Umwelteinfluss; Freiluftunterricht; Soziale Verantwortung; Vorkenntnisse; Unterrichtserfolg; Ausland; Neuseeland
Abstract	This article reports on a classroom study of a unit on New Zealand birds that focused on adaptation and conservation in a Year 7 class. The unit used a "context as social circumstances" model. The researchers observed the nine lessons and interviewed students, the classroom teacher, and three other teachers who had taught the same unit. The students completed a pre-test and a post-test for the unit. Findings indicate that the students enjoyed and were interested in the unit, and had learnt more than usual. The students investigated predators using the tracking tunnel in their school gully and, of their own volition, in their home gardens. Some students pursued this interest into the wider community after the completion of the unit. The "context as social circumstances" unit teachers helped students see the relevance of learning science for their lives, personally and socially, which opens up the possibility of action outside the classroom. The role of context, content and activity selection in the design of a unit that has social relevance is discussed. (Contains 2 notes, 4 figures, and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10