You are here
Journal article
Exploring tangled interrelationships between assessment and curriculum
Looking through a spiritual lens to shape inclusive practices for children with additional learning needs
“I need energy to make my brain work”: Supporting children, teachers and whānau through the KidsCan ECE programme
A space for critique: Opening up the world with young children, through the possibilities of critical pedagogy
Promoting kaitiakitanga using picturebooks
Making sense of Te Whāriki a te Kōhanga Reo through toi Māori: A whānau approach
Connecting and communicating: Story interactions in the early years
Comment
Conversations about complex issues
How do we support learning and teaching about complex issues? Researchers from the University of Auckland worked with 54 students and teachers from three Auckland secondary schools to evaluate health-science learning designed to investigate this question. The instructional strategies based on context familiarity, systems thinking, and narrative pedagogies can be adapted to support learning about other contexts involving complex issues.
How do we support learning and teaching about complex issues? Researchers from the University of Auckland worked with 54 students and teachers from three Auckland secondary schools to evaluate health-science learning designed to investigate this question. The instructional strategies based on context familiarity, systems thinking, and narrative pedagogies can be adapted to support learning about other contexts involving complex issues.