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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.

References

Baker, R. (1999). Teachers’ views: ‘Science in the New Zealand Curriculum’ and related matters. New Zealand Science Teacher, 91, 3-16.

Brewerton, M. (2004). Reframing the essential skills: Implications of the OECD defining and selecting key competencies project: a background paper. Paper prepared

for the Ministry of Education, February 2004.

Carr, M. (2004). The nature and role of essential skills and attitudes in the New Zealand Curriculum – some comments on the alignment with Te Whariki. Paper prepared

for the Ministry of Education.

Fraser, B. and Tobin, K. (1998). International Handbook of Science Education. Dordrecht: Klewer Academic Publishers.

Hipkins, R., Bolstad, R., Baker, R., Jones, A., Barker, M., Bell, B., Coll, R., Cooper, B., Forret, M., Harlow, A., Taylor, I., France, B., and Haigh, M. (2002). Curriculum, learning and effective pedagogy: a literature review in science education. Report to the Ministry of Education.

Hipkins, R. and Barker, M. (2002). Science in the New Zealand curriculum: present potential and future possibilities. New Zealand Science Teacher, 100, 10-16.

Hipkins, R., Barker, M. and Bolstad, R. (2004). Teaching the ‘nature of science’: modest adaptations or radical reconceptions? International Journal of Science Education (in

press).

Hodson, D. (1993). Re-thinking old ways: towards a more critical approach to practical work in school science. Studies in Science Education, 22, 85-142.

Holt, J. (1970). What do I do on Monday? New York: Delta.

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