Abstract

This article reports on a study which examined how science teachers in Aotearoa New Zealand schools include mātauranga Māori (Māori knowledge and ways of knowing) in their junior secondary science classes. The incorporation of mātauranga Māori offers a diverse perspective of knowledge which may help to improve the retention of students who currently find themselves marginalised and who feel that the science classroom is a foreign place. An interpretive, phenomenographic study involved semi-structured interviews with six teachers, who were all teaching in North Island schools. Data were gathered about teachers’ understanding of te ao Māori (Māori worldviews), inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. The findings indicate that teachers often faced challenges when including mātauranga Māori in their science classrooms. These challenges were overcome when participants gained knowledge of Māori language, embraced Māori tikanga (customs) alongside scientific methods, and grew their confidence through professional development. The school community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. Integrating diverse knowledge systems into science holds promise to enhance inclusion and foster understanding in Aotearoa New Zealand.

Key Points