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This article draws on several reviews that have documented known challenges for students when learning to use graphs in science contexts. It then illustrates these challenges with examples drawn from...

This paper views key competencies through a sociocultural lens to discuss the role they have played as agents of change in The New Zealand Curriculum and their as yet unrealised potential to...

Drawing on secondary teachers’ experience of standards-based assessment for NCEA, this short article discusses moderation challenges that will face primary teachers as they make overall professional...


In a recent “Assessment News” we wrote about an impending new series of standardised science tests for Years 7–10. The tests, Science: Thinking with Evidence, have now been published and were...

Some schools have expended considerable effort to create assessment rubrics as part of building an initial understanding of the key competencies in The New Zealand Curriculum (Ministry of Education,...

This companion article reports initial findings of a case study of longer learning periods in one school. It examines whether teachers perceive longer lessons to make a difference to teaching...

The water cycle is an important context for school science, but the uncritical use of diagrams to simplify ideas may lead to misconceptions. Incorporating learning about how representations such as...


This article explores how the key competency thinking links with 21st century views of teaching and learning.

This article uses a specific curriculum innovation—a focus on the nature of science—to illustrate the complex dynamics of curriculum change.
Snapshots from the professional learning of two...

This article proposes that if we want students to care about and for the environment they need to develop an understanding of the "big picture"—that is, how the separate elements of a system interact...
