Connecting teachers and students with science and scientists: The science learning hub

National and international data is raising concerns about levels of student interest and engagement in science in school and student retention into tertiary study. For today’s students the Internet plays an important role as a source of information and means for communication with peers. This paper reports on a Ministry of Research Technology and Science funded initiative, managed through The University of Waikato, that aims to make New Zealand science research more accessible to New Zealand teachers and students. The New Zealand Science Learning Hub [SLH] illustrates how effective collaboration between research organisations, industries, science educators and teachers has enabled the development of a resource which is dynamic, up-to-date and relevant and that can be used to inform the teaching of science in New Zealand schools. The Science Learning Hub provides teachers with information about current research, which is related to concepts currently taught in year 5-10 classes (8-14 year olds). The site has content arranged in contexts for example, Icy ecosystems, Hidden taonga, Nanoscience, You me and UV, Future fuels, and The see through body. Each context includes text and images describing NZ research, video material such as interviews with scientists and sequences depicting scientists at work, teaching and learning materials, and links to science education literature. A feature is a “connections tool” which allows teachers and students to trace their journey through each context. Initial research indicates that teachers appreciate that this range of information is accessible in one place and has been quality assured. Students are keen to engage with an actively explore the range of media within the SLH contexts

Teacher-researcher relationships and collaborations in research.

To understand the complexity of the classroom in ways that might inform teaching research in needed that explains both why and how something works. Teacher-researcher collaboration is essential if this is to happen. Collaborative work can ensure that research builds on from what teachers know and can do. Researchers working with teachers to address their current concerns are more likely to generate insights into what teachers might do and where they might go next. Collaboration can contribute a warrant for relevance for research findings. At the same teachers deepen and enhance their own practice through engaging in the research process. This paper describes and discusses some approaches to collaboration that have enables researchers and teachers to access a diversity of ideas and expertise to their mutual benefit

The contructivist paradigm and some implications for science content and pedagogy

Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching and learning. This alternative view of science concepts as human constructs, scrutinised by application of the rules of the game of science, raises many challenges for teachers. Reconceptualisation of teachers' views of the nature of science and of learning in science is important for a constructivist pedagogy. We argue here that open discussion of the 'rules of the game' of science would contribute to better learning in the classroom, since learners would be better equipped to change their existing concepts by knowing more about the nature of science itself

National Diet and Nutrition Survey Rolling programme Years 9 to 11 (2016/2017 to 2018/2019) - A survey carried out on behalf of Public Health England and the Food Standards Agency

The National Diet and Nutrition Survey Rolling Programme (NDNS RP) is a continuous crosssectional survey, designed to assess the diet, nutrient intake and nutritional status of the general population aged 1.5 years and over living in private households in the UK. A representative sample of around 1,000 people (500 adults and 500 children) take part in the NDNS RP each year. Fieldwork for Years 9 to 11 of the NDNS RP was carried out between April 2016 and June 2019. The survey comprised an interview, a 4-day estimated diet diary, physical measurements and a blood and urine sample. Results are used by government to monitor progress toward diet and nutrition objectives of UK Health Departments and to develop policy interventions. The foods, nutrients and blood and urine measures presented in this report were selected for their nutritional and public health relevance to current dietary concerns in the UK. Results are analysed for 7 age groups: 1.5 to 3 years; 4 to 10 years; 11 to 18 years; 19 to 64 years; 65 years and over; 65 to 74 years and 75 years and over, split by sex in all except the youngest age group. The report includes: • descriptive statistics of food consumption, nutrient intake and nutritional status including proportion of the population meeting government recommendations for NDNS RP Years 9 to 11 (2016/17 to 2018/19) and comparison with results from years 7&8 (2014/15 to 2015/16). • trends over time in relation to food consumption, nutrient intakes and nutritional status in the UK for the first 11 years of the NDNS RP (2008/09 to 2018/19)PHE and Food Standards Agenc