Listening to the voices of Māori tertiary students in science

Abstract

This research aims to identify the key themes of Māori student success in science education (from a student perspective). Fourteen Māori science students from the University of Otago participated in this study. This study also aims to identify the key features of science teachers that contributed to the success of Māori students in science. This thesis applies a Kaupapa Māori research methodology that draws on key cultural concepts that affirms and validates the position of indigenous knowledge, culture and language in research. Kaupapa Māori was heavily drawn on in the analysis of the findings as well as the discussion of this thesis, emphasising the important role of indigenous practices and values in improving social, cultural and academic outcomes for Māori learners. At a high level, the key themes of key features of science teaching and learning described by Māori learners are (1) meaningful and positive relationships; (2) support networks and culturally-safe learning environments for Māori students; (3) teachers have high levels of content knowledge and provide various opportunities to learn in science (4) affirm and validate the position of language, knowledge and practice in science and; and (5) teachers being aware of the cultural and social challenges Māori students face in science education. The findings of this research will contribute to what we know works well for indigenous students in education, particularly in science.