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Relevant, useful, and meaningful learning opportunities in science using Building Science Concepts

Steven S. Sexton, Ruby Facer, and Courtney Ross


This article reports how two first-year student teachers have used their initial teacher education programme experiences in science education to gain a better understanding of The New Zealand Curriculum (Ministry of Education, 2007) and its overarching science strand, the Nature of Science. These student teachers demonstrate how they would explicitly include the Nature of Science in their use of the Building Science Concepts resource but also why the Nature of Science is important. They show how and why the Building Science Concepts series is still able to provide relevant, useful and meaningful learning experiences not only for student teachers but also in-service teachers as they explore ways of supporting primary school students to understand the Nature of Science.

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