RE-ENGAGING STUDENTS IN SCIENCE: ISSUES OF ASSESSMENT, FUNDS OF KNOWLEDGE AND SITES FOR LEARNING |
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| Authors: | Bronwen Cowie Alister Jones Kathrin Otrel-Cass |
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| Institution: | (1) Department of Early Childhood, Elementary, and Literacy Education, Montclair State University, 1 Normal Avenue, 3179 University Hall, Upper Montclair, NJ 07043, USA;(2) Department of Teacher Education, Michigan State University, 329 Erickson Hall, East Lansing, MI 48824, USA;(3) Department of Nutrition Education, Literacy in Food and the Environment (LiFE) Program, Teachers College, Columbia University, 525 W. 120th St., Box 137, New York, NY 10027, USA |
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| Abstract: | International assessment data paints a complex picture of the engagement and achievement of New Zealand students in science.
New Zealand was second only to Finland in the top achievers group in PISA 2006, but it also has one of the widest spreads
in student achievement, particularly in relation to Mori and Pasifika students. Thus, the challenges faced by New Zealand
students, teachers, schools and policy makers resonate with those from elsewhere. New Zealand has a strong research and development
tradition around student ideas in science education, but recently, there has been increased recognition at the policy and
practice level of the importance of both engagement and participation linked to student identity. A sociocultural orientation
to identity has the potential to generate new ways of thinking about and responding to the challenge of engaging students
in science. This orientation involves considering classrooms as sites for students working through the development and performance
of science-related identities, or not. In this paper, three suggestions from long-term research studies are made for ways
forward in addressing the challenge of increasing student engagement and participation through an expansion of the possibilities
for students to express and develop science-related identities. These are reconceptualising assessment, the inclusion of student
funds of knowledge and strategies for breaching the classroom walls. |
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