Investigating content representations (CoRes) as pedagogical tools for science teacher education

In this article Anne Hume discusses how use of scholarship and action research led me to introduce an intervention into my science education programmes called Content Representations (CoRes). My initial findings strongly indicate CoRes could be very useful tools for helping student teachers develop the professional knowledge base they need for teaching

Nature of scientific inquiry in Year 11 science

The article presents two classroom-based case studies in 2005 that examined the experience of students in school science in New Zealand. It states that students in both classrooms were introduced to the requirements of Science Achievement Standard (SAS) 1.1. in the preparatory phase. Meanwhile, students participated in a mock assessment known as the formative assessment in the second phase

Using collaborative CoRe design in chemistry education to promote effective partnerships between associate and student teachers

This article is a follow-up to my paper published in 2010 (Hume, 2010). In that paper I reported on the use of Content Representations (CoRes) in a chemistry education course to give student teachers insights into the professional knowledge of experienced practitioners: notably their pedagogical content knowledge (PCK), which is “… [the] understanding of how particular topics, problems, or issues are organised, represented, and adapted to the diverse interests and abilities of learning, and presented for instruction” (Shulman, 1987, p. 8). introduced by Shulman (1987) as an academic construct to describe a tacit category of teachers’ professional knowledge base, the exact nature of PCK has been extensively explored and debated. From this debate some agreement has emerged about the components that comprise a teacher’s PCK. This has been identified by Magnusson et al. (1999) as a teacher’s: • orientations towards science teaching (since teachers’ knowledge and beliefs related to their teaching goals and approaches will influence their classroom practice); • knowledge of curriculum; • knowledge of assessment (since what is to be assessed, how and why also influences a teacher’s practice); • knowledge of students’ understanding of science; • knowledge of instructional strategies

The alternative uses of disused dairy factories in Taranaki : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Geography at Massey University

Small local dairy factories have long been a part of New Zealand's dairying heritage. No longer profitable in their original use, subsequent redundancy and abandonment has seen the appearance of the "disused dairy factory" in the rural landscape. In disuse these buildings find their greatest asset for potential reuse. As existing capital stock, these disused dairy factories manifest potential opportunities for enterprises other than dairying, to establish alternative uses. As a product of the past, the phenomenon of dairy factory reuse represents a change in use to meet the demands of the present. The extent to which this has been achieved, and how this pattern can be explained, evidences the interaction of past and present forces in effecting a potential future for these buildings

CoRes as tools for promoting pedagogical content knowledge of novice science teachers

Expert science teachers possess a special blend of science content knowledge and pedagogical knowledge for teaching particular science topics to particular groups of students that is built up over time and experience. This form of professional knowledge, termed pedagogical content knowledge (PCK) by Shulman (1987), is topic-specific, unique to each science teacher, and can only be gained through teaching practice. The academic construct of PCK is a recognition that teaching is not simply the transmission of concepts and skills from teacher to students but, rather, a complex and problematic activity that requires many and varied ‘on the spot’ decisions and responses to students’ ongoing learning needs. Much has been written about the nature of PCK since Shulman first introduced the concept in 1987, and its elusive characteristics have led to much debate

Non-profit organisations and stakeholder relationships : assessing digital communication through public relations theory : a thesis presented in partial fulfilment of the requirements for the degree of Master of Communication in Public Relations at Massey University, Wellington, New Zealand

This research examines New Zealand non-profit organisations’ (NPOs) use of digital communication channels to assess if digital channels are being used effectively for stakeholder engagement. Qualitative interviews with 20 communication practitioners examined whether/how the NPOs are using multiple digital channels and identified the five most popular digital channels. The interview data was analysed using HyperRESEARCH and the five most popular channels identified overall were websites, e-newsletters, Facebook, Twitter and YouTube. Although the participating NPOs are all using multiple digital channels, the communication practitioners could not confidently say the channels achieve the organisation’s goals, or assist with stakeholder engagement and participation. To help assess if the channels are being used strategically and are achieving the organisations’ purposes, a quantitative content analysis of the most popular digital channels of five NPOs was undertaken. The channels’ content was also assessed to identify if the communication practitioners are using public relations theories for dialogic communication, relationship management and stakeholder engagement. Results of the interviews and the content analysis reveal that NPOs are not using their channels strategically, and are not always achieving their desired purpose. The communication approach by the NPOs is scattershot and ad hoc, and evaluation of the communication is limited. To assist NPOs to improve their use of digital channels to build effective stakeholder relationships, recommendations include using public relations theories, building a digital communication strategy, making differentiated use of individual channels – rather than using a one-size-fits all approach – and ensuring evaluation of the digital communication to maintain best practice. This should provide NPOs with evidence of improved stakeholder engagement and relationships

A pedagogical tool for science teacher education: Content Representation (CoRe) design

The promotion of reflective practice amongst participants in teacher education programmes (e.g. Bain et al, 1999; Moon, 1999; Loughran & Corrigan, 1995; Shireen et al, 2003; Wallace & Louden, 2003) and the wider teaching community is widely championed for enhancing professional learning and growth