The development, validation and application of a science curriculum delivery evaluation questionnaire for indigenous māori settings

Abstract

The study described in this paper examines the procedures used in the identification of the broad and complex factors influencing science curriculum delivery in predominantly Māori settings where the teaching of science, in particular PÅ«taiao i Roto i te Marautanga o Aotearoa, is the responsibility of non-specialist science teachers and the teaching of science advocates an orientation to contemporary science in the context of Te Ao Māori, an indigenous epistemology. Furthermore, it describes the processes involved in the development and validation of an evaluation instrument, the Science Delivery Evaluation Instrument for Māori Settings (SDEIMS), used to identify and help kura (Māori schools) in addressing factors influencing science program delivery. The study begins by exploring the themes generated from a qualitative study pertaining to the phenomenon of science delivery in eight kura that encourage science teaching from or with reference to a perspective of Te Ao Māori in the language medium of Te Reo Māori. These themes are explored through the critical lenses of Kaupapa Māori theory and Bronfenbrenner's bio-ecological theory. Subsequent to this, quantitative procedures used to develop and validate the SDEIMS are presented. Finally, practical applications of the SDEIMS as a part of an ongoing initiative are also discussed.