By Rachel Bolstad
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A number of NZCER staff contribute to our blogs and we link to and draw on external expertise. We hope it is a useful source of information, ideas and support about NZCER's research, tools and wider educational and assessment issues. We welcome your questions and comments.
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By Rose Hipkins
By Elliot Lawes
Meet Bob. Bob is a floating eyeball with a hard luck story he's dying to tell you. Are you willing to listen?
Thank you for coming back to our science blog. You get a tag-team handover this week - I am Rose Hipkins and I’m picking up from my colleague Ally Bull. My plan is to build on her thoughts and questions while turning the focus to an issue that I know is worrying a lot of teachers right now.
This is the focus of A Nation of Curious Minds: He Whenua Hihiri i te Mahara – the national strategic plan for science in society. So to what extent does science learning at school support this goal? Before we can answer that we need to be clear about what supports the development of innovators.
By Rachel Bolstad
My last post discussed the diverse ways that teachers in the Games for learning project used games in their classrooms.
My last blog post , “Games OR learning”, asked whether digital games might be viewed by some teachers as distractions or intrusions into students’ learning time.
Many of my friends who are parents, and especially those of teenage boys seem mystified or despairing about the amount of time their children spend in darkened rooms playing digital games.
School science fairs get a bad rap. They are often criticised for not promoting real learning, being overly-competitive, advantaging students from already privileged backgrounds, putting extra stress on children, teachers and families, not representing science as it really is, and so on. Despite this though, some people do leave school with very positive memories of science fairs.