Michael Forret

Is ‘doing science’ in New Zealand classrooms an expression of scientific inquiry?

In science education contexts there appears to be some consensus regarding the doing of science but less on the what for. In this paper we compare and contrast scientists’ view of ‘doing science’ with the practice of ‘doing science’ in New Zealand classrooms. After examining and critiquing these experiences with reference to New Zealand and international literature, we identify New Zealand research that indicates more fruitful approaches to doing science in classrooms. We conclude by suggesting an overarching aim for doing science in the classroom that may provide students with a better understanding of the Nature of Science as it is practised in the twenty‐first century.

Strategies to improve engineering retention

Victoria University of Wellington in partnership with the regional polytechnic, WelTec, undertook a major exercise to identify, and where possible, resolve, barriers to recruitment and retention in the “digital” engineering specializations. This paper focuses on the retention aspects of this research. Informed by student surveys, focus groups and secondary school academic achievement data, we identified contributing issues of academic preparation, student expectation and cultural influencers. In response we developed an engineering preparation course, a mathematics based diagnostic tool, Peer-Assisted learning support, engineering cultural activities, and redeveloped our core first year engineering course. Although in the early stages of delivery, these initiatives have been well received by the students. We are closely monitoring the results of these initiatives with the expectation that fewer students will abandon their studies and a greater portion of the marginal students will attain passing grades.