Science education research shows that a traditional, stand-and-deliver lecture format is less effective than teaching strategies that are learner-centred and that promote active engagement. The Carl Wieman Science Education Initiative (CWSEI) has used this research to develop resources to improve learning in university science courses. We report on a successful adaptation and implementation of CWSEI in the New Zealand university context. This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students’ attitudes towards science as well as their knowledge. Using these data, and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include:1. Make learning outcomes clear, both for the lecturer and the students; this helps to cull extraneous material and scaffold student learning. 2. Use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning. 3. Intentionally foster “expert-like thinking” amongst students in the first few semesters of the degree programme. 4. Be flexible because one size does not fit all and contextual events are beyond anyone’s control.In addition to these recommendations, data collected at the Canterbury site during the 2010 and 2011 earthquakes reinforced the understanding that the most carefully designed teaching innovations are subject to contextual conditions beyond the control of academics.
During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.
DENIS O'ROURKE to the Minister for Canterbury Earthquake Recovery: Is he satisfied with progress on all aspects of the Canterbury earthquake recovery?
JACINDA ARDERN to the Minister of Police: Does she have confidence in the Police investigation of alleged sexual violation against young women and underage girls in West Auckland?
PAUL GOLDSMITH to the Minister of Finance: What progress has the National-led Government made in building a more productive and competitive economy capable of supporting more jobs and higher incomes for New Zealanders?
METIRIA TUREI to the Minister of Police: When was she first advised that Police had received a complaint from a girl who alleged she had been raped by members of a group calling themselves the Roast Busters?
Hon DAVID PARKER to the Minister for Communications and Information Technology: Will the Government enforce its broadband contract with Chorus?
CLAUDETTE HAUITI to the Minister for the Environment: What announcements has the Government made in relation to the national policy statement for freshwater?
PHIL TWYFORD to the Minister of Housing: What reports has he received on the effect of loan-to-value restrictions on the housing market?
Hon PHIL HEATLEY to the Minister for Social Development: What reports has she received about the number of people receiving benefits?
CAROL BEAUMONT to the Minister for Tertiary Education, Skills and Employment: How does women's participation rate of 1 percent in building and construction industry training assist with the Christchurch rebuild?
Dr CAM CALDER to the Minister of Education: What recent announcements has she made to strengthen the status of the teaching profession?
EUGENIE SAGE to the Associate Minister of Health: Does she agree with the Canterbury Medical Officer of Health that increasing nitrate levels in Canterbury groundwater are a health risk, particularly for pregnant women and babies; if not, why not?
HONE HARAWIRA to the Minister of Finance: What is his budget plan, if any, to immediately address growing poverty in New Zealand, which has got so bad that charitable organisations have today said they are expecting an influx of more than 40,000 struggling families for Christmas dinner because they can't afford to put food on the table?
