SCIENCE FOR ALL

Science education of the highest standard must be available to all New Zealand students ' for those whose formal learning in science will cease when they leave school, for those who develop an interest in a particular aspect of science and may choose a science-related career, and for those who excel at science and may become our future scientists, technologists, technicians, and science educators.

Quality science education for all students requires the removal of barriers to achievement and encourages continuing participation in science. Accordingly, the curriculum in science should recognise, respect, and respond to the educational needs, experiences, achievements, and perspectives of all students: both female and male; of all races and ethnic groups; and of differing abilities and disabilities.

An inclusive curriculum that recognises the perspectives of a particular group of students can enrich education in science for all students.

GIRLS AND SCIENCE

Girls can, and do, achieve in science but once they have the choice, many decide not to participate in science courses or seek science-based careers. Many girls view much of school science as outside their life experience and see little use for scientific knowledge and understanding in their future lives.

All students need to feel confident in their ability to succeed. Science education often undervalues the contribution of girls, provides unfamiliar contexts for their learning, and fails to develop their confidence in pursuing studies in this area.

It is important to note that the group 'girls' is not homogeneous. Culture and gender factors are inextricably linked and neither should be considered in isolation. The particular perspectives of Māori and Pacific Islands girls should be acknowledged.

A curriculum which is gender-inclusive acknowledges and includes the educational needs and experiences of girls equally with those of boys, both in its content and in the language, methods, approaches, and practices of teaching.

An inclusive curriculum in science provides opportunities for girls to:

• learn science that they value;
• develop a range of skills required for successful learning in science;
• use their language strengths and co-operative learning skills;
• express their experiences, concerns, interests, and opinions;
• examine the historical and philosophical construction of science;
• view science from a range of perspectives;
• interact in an environment where the language and resource materials used are non-sexist;
• share the teacher's time and attention equitably with boys.