Tagged: NCEA

Non-serious students, one serious problem - The Dismal Science

Eric Crampton Aug 29, 2018

John Gerritsen at RNZ picks up last week’s NBER study on how the PISA rankings would change were students to take the test more seriously and rounds up some local reaction: Michael Johnston, senior lecturer in education at Victoria University, said the study’s assumption that New Zealand students were not trying hard enough if they left questions unanswered … Read More

Preparing for scholarship: critical thinking - BioBlog

Alison Campbell Jun 27, 2018

I met with a local biology teacher today to talk about setting up a Schol Bio preparation day in the Waikato, and we also discussed things like the need for critical thinking skills (in addition to a solid base of knowledge from students’ year 12 & year 13 studies and time spent in reading more widely around the subject). So … Read More

Talking about what we should teach - BioBlog

Alison Campbell May 10, 2018

While I was on holiday (Japan – it was wonderful!) – I read Tom Haig’s interesting article about ‘curriculum wars’ over on Education Central, and it reminded me of the concerns I’ve held for some time that we don’t really talk enough about *what* to teach in our classrooms, be they university-level or in the secondary sector.  Several years back (how time … Read More

Tertiary access isn’t about tertiary fees - The Dismal Science

Eric Crampton Jan 19, 2018

If you want to improve university enrollment rates among Maori and Pasifika kids, you should look at what’s going on earlier in the education system. Lisa Meehan, Gail Pacheco and Zoe Pushon find that ethnic gaps in school performance are the largest contributors to ethnic gaps in university enrollment rates. Those gaps matter far more than differences in socioeconomic … Read More

Defining Science - Molecular Matters

Michael Edmonds Feb 19, 2013

I was looking through the New Zealand Curriculum last week and came across it’s definition of science. I like it. “Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with … Read More