Weaving CLES-FS and Talanoa to Capture Fijian Student's Science Learnings: Exploring Possibilities

Autor/inn/en	Chand, Alvin Vikash; Sharma, Sashi; Taylor, Simon
Titel	Weaving CLES-FS and Talanoa to Capture Fijian Student's Science Learnings: Exploring Possibilities
Quelle	In: Waikato Journal of Education, 26 (2021), S.195-209 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Foreign Countries; Pacific Islanders; Student Attitudes; Constructivism (Learning); Science Instruction; Secondary School Science; Secondary School Students; Student Needs; Culturally Relevant Education; Teaching Methods; Identification (Psychology); Educational Environment; Group Activities; Student Participation; Fiji; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gruppenaktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fidschi; Neuseeland
Abstract	This study seeks to explain how a modified Constructivist Learning Environment Survey (CLES) was implemented together with talanoa to explore Fijian students' perceptions of a constructivist learning environment in the science classroom in New Zealand secondary schools. The modified CLES, called CLES-FS, was developed explicitly for Fijian students in the New Zealand secondary schooling context. The adapted CLES-FS instrument included five components of constructivist learning: relationship and identity, familiar context, talanoa, critical voice and shared control. The inclusion of talanoa within the CLES-survey tool has not been done before to collect data from iTaukei (Indigenous) and Fijian-Indian students. The implication of using talanoa alongside CLES-FS has provided the unfolding of possibilities when weaving together qualitative as well as quantitative data. As an emerging Pacific researcher, the exploration exercise is essential learning that helps make sense of what it means to engage in research, particularly within the post-COVID context. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01