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A Concluding Remark

In our view, nominating a science-appropriate catalogue of essential competencies is not so much about arguing over particular wording or formulation. What is needed is a New Zealand science education which is not, as an influential report (Millar and Osborne, 1998) on British science education found: “… increasingly irrelevant both to (students’) needs and those of society”. We need, therefore, to create a space for competencies that students find meaningful and motivational while they are at school, and which reflect a view of science and science education that is appropriately expansive, socially integrated and future-focussed.


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