What’s the Future for Science in the New Zealand Curriculum?
Abstract This commentary article considers the current contentious debates over the national school science curriculum in Aoteaora New Zealand. The co-authors of this commentary are members of a group of science teacher educators and science education researchers who met recently to discuss concerns over aspects of these debates in the context of a wider political contest over the control and direction of education policy.
Authors
- Jared Carpendale (ORCID: https://orcid.org/0000-0002-5904-4425)
- Maurice M. W. Cheng (ORCID: https://orcid.org/0000-0002-8483-4074)
- Sally Birdsall (ORCID: https://orcid.org/0000-0002-8348-7605)
- Chris Eames (ORCID: https://orcid.org/0000-0002-4570-2239)
- Georgina Stewart (ORCID: https://orcid.org/0000-0001-8832-2415)
- Cathy Buntting (ORCID: https://orcid.org/0000-0002-1507-9415)
- D. Hunt
- Carolyn Swanson
- Richard Edwards
- Rose Hipkins
Institutions
- University of Auckland (NZ)
- New Zealand Council for Educational Research (NZ)
- Auckland University of Technology (NZ)
- Massey University (NZ)
- University of Waikato (NZ)
Publication Details
- Journal
- New Zealand Journal of Educational Studies
- Published
- 2024-10-02
- DOI
- https://doi.org/10.1007/s40841-024-00345-3
- Citations
- 2
- Primary Topic
- Diverse Educational Innovations Studies
- Type
- article
- Field-Weighted Citation Impact
- 2.68
Funders
- Auckland University of Technology, New Zealand