This paper makes the case for deep and radical change to New Zealand's approach to science education. It discusses the implications of recent science education research and policy work, and argues New Zealand still has a long way to go to developing a future-oriented science education system. It explores what needs to change and contains suggestions for some first steps.
“Developing science education that is a better fit for the times we live in is a massive undertaking and it is unrealistic for schools to do it on their own. As well as rethinking the relationships between schools, the science community and the wider community, and investing in teacher professional learning, it will also be important to find ways of educating the wider community as to why these changes are necessary.”
