Natural disasters as unique socioscientific events: Curricular responses to the New Zealand earthquakes

QR Code

Natural disasters as unique socioscientific events: Curricular responses to the New Zealand earthquakes

© Springer International Publishing AG, part of Springer Nature 2018. This chapter examines earthquakes as a real-world, socioscientific issue to explore how schools, school curricula, school systems, and communities respond to the learning opportunities created by a natural disaster in the local or...

Full description

Bibliographic Details
Main Authors:	Rennie, Leonie, Wallace, J., Venville, G.
Format:	Book Chapter
Published:	2018
Online Access:	http://hdl.handle.net/20.500.11937/71144

Similar Items

A pedagogical model for ethical inquiry into socioscientific issues in science
by: Saunders, K., et al.
Published: (2013)

Argumentation, Decision-Making and Socioscientific Issues
by: Dawson, Vaille, et al.
Published: (2010)

Socioscientific Issues, Argumentation and Conceptual Understanding in High School Genetics
by: Dawson, Vaille, et al.
Published: (2010)

Students’ understanding in making decision on a socioscientific issue within a co-curricular context / Mastura Halim
by: Mastura , Halim
Published: (2018)

Introducing High School Biology Students to Argumentation About Socioscientific Issues
by: Dawson, Vaille, et al.
Published: (2013)

The nature of natural: defining natural character for the New Zealand context
by: Froude, V., et al.
Published: (2010)

Argumentation Strategies Used by Teachers to Promote Argumentation Skills About a Genetics Socioscientific Issue
by: Dawson, Vaille, et al.
Published: (2011)

Teaching Strategies for Developing Students' Argumentation Skills About Socioscientific Issues in High School Genetics
by: Dawson, Vaille, et al.
Published: (2010)

Making STEM curriculum useful, relevant, and motivating for students
by: Rennie, Leonie, et al.
Published: (2017)

Reinvigorating primary school science through school-community partnerships
by: Rennie, Leonie, et al.
Published: (2018)

Curriculum integration: Challenging the assumption of school science as powerful knowledge
by: Venville, G., et al.
Published: (2012)

Integrated curriculum
by: Wallace, J., et al.
Published: (2010)

Knowledge that counts in a global community: exploring the contribution of integrated curriculum
by: Rennie, Leonie, et al.
Published: (2012)

Reflecting on Curriculum Integration: Seeking Balance and Connection Through a Worldly Perspective
by: Rennie, Leonie, et al.
Published: (2012)

Learning science in an integrated classroom: Finding balance through theoretical triangulation
by: Rennie, Leonie, et al.
Published: (2010)

Disciplinary versus integrated curriculum: The challenge for school science
by: Venville, G., et al.
Published: (2009)

Exploring Curriculum Integration: Why Integrate?
by: Rennie, Leonie, et al.
Published: (2012)

Integrating the Curriculum
by: Wallace, J., et al.
Published: (2005)

Student Understanding and Application of Science Concepts in the Context of an Integrated Curriculum Setting
by: Venville, G., et al.
Published: (2005)

The writing on the wall: Classroom context, curriculum implementation, and student learning in integrated, community-based science projects.
by: Venville, G., et al.
Published: (2008)

The orientation of disaster donations: Differences in the global response to five major earthquakes
by: Wei, J., et al.
Published: (2015)

Benefit of co-curricular
by: Abu Bakar, M.L.A.H., et al.
Published: (2017)

Corporate investor confidence in the aftermath of a mega natural disaster: An empirical study of the 2008 Wenchuan earthquake
by: Wang, A., et al.
Published: (2020)

Evaluating temporal stability of the New Zealand quasigeoid following the 2016 Kaikōura earthquake using satellite radar remote sensing
by: McCubbine, J.C., et al.
Published: (2020)

General education: curricular and pedagogical issues
by: Robiah Sidin,, et al.
Published: (2014)

School Co-Curricular Management System
by: Muhammad Fyruz Ismat, Azmi
Published: (2022)

Selecting science subjects: Why students do, why they can’t!
by: Venville, G., et al.
Published: (2010)

Scientists Reflect on Why They Chose to Study Science
by: Venville, G., et al.
Published: (2013)

The Nature and Measurement of Learning from Attending a Public Lecture on Human Genetics
by: Rennie, Leonie, et al.
Published: (2000)

Factors Determining Progress of Disaster Recovery Among the Earthquake Affected Population in Nepal
by: Bhattarai, Sailesh
Published: (2021)

Disaster risk reduction in Malaysia and earthquake study based on cyclic triaxial test
by: Chieng, Alexander Tze Sheng
Published: (2013)

The relationship between engagement in co-curricular diversity and civic responsibility: exploring gender differences
by: Subramaniam, Tilagavati, et al.
Published: (2021)

Ethical disaster or natural disaster? Importance of ethical issue in disaster management
by: Aung, Khin Thandar, et al.
Published: (2017)

Transformation of earthquake disaster victims' shelter into sustainable home: the case of Lar City, Iran
by: Dola, Kamariah, et al.
Published: (2012)

Household preparedness for future earthquake disaster risk using an extended theory of planned behavior
by: Zaremohzzabieh, Zeinab, et al.
Published: (2021)

Factors affecting students participation in extra-curricular
by: Mohamad Sari, N., et al.
Published: (2017)

Australia and New Zealand
by: Dolan, A., et al.
Published: (2013)

Differences in levels of control object skills among grade 1 ballet dancers, students with co-curricular and students without co-curricular
by: Abdullah, Borhannudin, et al.
Published: (2018)

Quality graduates through structured co-curricular activities
by: Mohamad, Nor Asiah
Published: (2011)

New Zealand & Australia: a New Zealand and Australian overview of ethics and sustainability in SMEs
by: Collins, E., et al.
Published: (2010)

Cannot write session to /tmp/vufind_sessions/sess_q3tbkkqe0eb99dkk3slsgdlbf4