• iceberg
  • boy with flowers
  • checking water quality
  • planet eclipse
  • solarsystem model
  • rangitoto trees
  • kids with test tubes
  • kids with earth
  • snowy mountains
  • teens in physics class
  • Rainbow Clouds

    Refraction and diffraction of light through ice crystals in the clouds

  • Philippa On The Ice

    Philippa On The Ice Philippa Werry at an Antarctic research camp 2016

New Zealand Science Teacher

Science Education & Society

  • smartphones in rainforest

    Teaching sustainability through real-life science


    Getting to know more about students’ culture and value systems can enhance the teaching of real-world science, writes MARGARET ARTHUR.

  • seagrass

    Musings of a first-time sustainability teacher


    What happens when a physics teacher wants to explore a complex topic like sustainability with her students? ANNE NICOLSON describes her experience.

  • smartphones in rainforest

    Smartphones help save forest


    Solar-powered smartphones hanging from trees in rainforests are playing an important new role: alerting environmentalists to illegal logging.

  • WEDlogo

    Share learning resources on Environment Day


    Science teachers have a world of environmental resources to tap into

  • Sustainability in classroom science


    *The latest statistics from the National Education Monitoring Project show that primary students are less interested in science are disconcerting (Crooks, Smith & Flockton, 2008). How can we ignite primary students’ interest in science? Asks **Sally Birsdall**. *

  • cleanenergybookcover

    Book review: Clean Energy, Climate and Carbon


    Clean Energy, Climate and Carbon 

  • Student butterfly

    A butterfly story: being a citizen scientist


    *Like kiwi and tuatara, New Zealand native butterflies are seldom seen in the wild. This story tells how and what a primary classroom learnt about butterflies and native butterflies, and the actions they took as citizen scientists to protect them. **Junjun Chen, Bronwen Cowie, **and **Angela Schipper**, from the University of Waikato, explain: *

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