Wahine in Wellington Harbour, New Zealand on April the 10Th 1968

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Wahine in Wellington Harbour, New Zealand on April the 10Th 1968 http://researchcommons.waikato.ac.nz/ Research Commons at the University of Waikato Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis. Positioned as Expert Scientists: Learning science through Mantle-of-the-Expert at years 7/8 A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at The University of Waikato by CAROLYN JULIE SWANSON 2016 i Abstract This study emerged from concern that students disengage from science at an early age. It investigated whether using the drama-based teaching approach Mantle-of- the-Expert would support students’ interest in and learning of science. To do this a mixed method action research study was conducted. A science-based unit was co-taught with the classroom teacher over nine-weeks with a class of year 7/8 students in a semi-rural school. A Mantle-of-the-Expert unit was devised to support learning about buoyancy and stability with the students positioned as expert scientists re-investigating the sinking of the Wahine in Wellington Harbour, New Zealand on April the 10th 1968. Student assessment data, audio transcription of classroom episodes, the researcher’s reflective blog, and classroom artefacts were gathered, analysed and used to describe student learning. Student and teacher perceptions of Mantle-of- the-Expert as an approach to learning science were sought via interviews. The findings show that the participant framework of Mantle-of-the-Expert produced a collegial inclusive learning environment. Working within an ethical ‘expert’ scientist position enhanced students’ motivation to learn and produce high-quality work, as well as enlarging their conception of how science affects humanity. The students’ expert status was supported through a hybridised instructional model incorporating both transmissive and investigative components and using artefacts to create a conceptual bridge between students’ actual knowledge and fictional knowledge. Students demonstrated marked improvement in their understanding of the science concepts taught in their written and oral work. Student perceptions of their self- efficacy in science remained relatively unchanged and their attitudes towards school science declined slightly. There was evidence they gained a greater appreciation of the kinds of work and careers scientists have and that they were more aware of the contribution of science to everyday life. ii The findings have implications for curriculum policy and practice in science and drama education through evidence that a Mantle-of-the-Expert based unit can contribute to science and to drama education. Mantle-of-the-Expert is one way that effective practices from both fields can be melded together to generate relevant and effective science learning opportunities. It contributes the notion of ‘fictional others’ to the theorisation and design of the Mantle-of-the-Expert approach as a way of encouraging ethical thinking and academic excellence. It also speaks of the value of using Mantle-of-the-Expert to enhance conceptual change. iii Acknowledgements Doing a doctorate takes time and tenacity. In essence it is a solo journey wrestling with form, literature and ideas, built upon the support of others. I acknowledge the support of my family, especially my parents. To my daughter Bethany, my sincere thanks for your encouragement and patience. Petra, I appreciated the coffee and prayer. My initial thanks go to my teacher educators - Jenny, Kathy, Rachel and Viv who advised postgraduate study when I retrained as a teacher in 2006. I especially want to thank Professor Deborah Fraser, Professor Kay Weaver, Angela Scarsbrook, Felicia Goudie and others from the PGSO and PGRC who encouraged me in both my PhD, my role as PGSA President, and when I sat on the PGRC. I thank the past and present committee members of the PGSA, specifically Christina, Hamish, Hermanus, Jim, Talia, Todd and Yana for their support and commitment to the postgraduate community. To the drama girls – Gaenor and Sue - and the wider drama community, together we made ‘as if’ become reality. The support of those who travelled the journey with me down the doctoral corridor has been immeasurable. Thank you Amina, Chandra, Jinah, Karen and Lynley. Alistair, I could not have completed this without your technical support. I also acknowledge the support of Mira and Todd in analysing my quantitative data. To my supervisors, Professor Bronwen Cowie and Associate Professor Viv Aitken, thank you for your exemplary supervision. Viv, I feel honoured to have travelled this road with you. I have valued your warmth, passion for drama, integrity, eye for detail and commitment to helping me achieve my goals. Bronwen, thank you for the gentle encouragement, pertinent questioning, and wise but realistic advice as I tried to manage my PhD, university commitments and career. I especially appreciate you writing with me and showing me how to shape my work to the best effect. iv I also acknowledge the students, teachers and school who graciously allowed me to experience life in their classroom, research with them and share their knowledge about learning science through Mantle-of-the-Expert. In addition, I wish to acknowledge my deepest appreciation for the scholarships I received: the University of Waikato Doctoral Scholarship; the New Zealand Federation of Graduate Women – Waikato Branch Merit Award for Doctoral Study; the Faculty of Education, Waikato University Peter Freyberg Memorial Fund for Curricular Research in Education and Universities New Zealand for a Claude McCarthy Fellowship. These awards truly made a difference in establishing my confidence and allowing me to conduct my research and situate myself in the field without undue financial pressure. v Table of Contents Abstract .... .......................................................................................................................... i Acknowledgements .......................................................................................................... iii Table of Contents .............................................................................................................. v List of Figures ................................................................................................................... ix List of Tables .................................................................................................................... xi Chapter 1: Introduction ................................................................................................... 1 Personal motivation for this study ......................................................................... 1 Wider purpose for this study ................................................................................. 1 The context of this study ....................................................................................... 3 Structure of the thesis ............................................................................................ 4 Chapter 2: Literature Review on science, identity - figured worlds and positioning theory, and pedagogy .................................................................................... 7 Introduction ........................................................................................................... 7 Learning science at school .................................................................................... 7 The tension between science for scientists and science for citizenship ......... 9 Conceptual understanding in science ........................................................... 10 Nature of science.......................................................................................... 14 Pertinent issues in science education ................................................................... 16 Student attitudes towards science ................................................................ 16 Student attitudes towards scientists.............................................................. 17 Student attitudes towards science careers .................................................... 18 The situation in New Zealand primary and secondary schools .................... 21 Identity-based influences affecting student engagement with science ................ 23 Identity explored through the analytical lens of figured worlds .................. 25 Identity explored through the analytical lens of Positioning Theory ........... 29 Establishing and being recognised as having a Science Identity ................. 34 Pedagogically-based factors affecting student engagement in science ............... 37 A transmissive versus an investigative approach ......................................... 37 The complexity of science learning ............................................................. 41 Science is perceived as irrelevant or relevant to students’ lives .................. 43 The
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