Fata ho poto:汤加科学学习者与中学和大学环境中的参与、享受和成功

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Indigenous Education Pub Date : 2022-12-14 DOI:10.55146/ajie.v51i2.44

S. Fonua, Fire Fonua, Reverend Pitasoni T. Fonua, Lavinia T. Fonua

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引用次数: 0

摘要

参与和成功在新西兰和全球的教育讨论、研究和政策中都很突出。然而，对于成功的汤加科学学习者如何定义参与、享受或成功，以及哪些教学和学习经历增强或削弱了他们在学习期间的参与、享受和成功，人们知之甚少。本文分享了26名成功的汤加科学学习者的故事，他们参加了talanoa（没有议程的公开讨论），讲述了他们在奥特亚的中学和大学科学教育中的参与、享受和成功，以及对一些人来说，他们在汤加的学校教育。Manulua框架（Fonua，2021）介绍了他们的故事是如何被收集、分析和编织在一起的。本文提出了Fata ho poto模型，以展示成功的汤加科学学习者如何看待参与、享受和成功。该模型对那些提高汤加和莫阿纳/太平洋地区学习成绩的人很有用。它提供了与教育政策和实践在汤加和莫阿纳/太平洋地区学习者中形成参与、享受和成功观念的作用有关的重要见解。

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Fata ho poto: Tongan science learners and engagement, enjoyment and success in secondary school and university settings

Engagement and success are prominent in education discussions, research and policy in Aotearoa New Zealand and globally. Yet, little is known about how successful Tongan science learners define engagement, enjoyment or success, and which teaching and learning experiences have enhanced or detracted from their engagement, enjoyment and success during their studies. This article shares the stories of 26 successful Tongan science learners who participated in talanoa (open discussion without an agenda) about their engagement, enjoyment and success in secondary and university science education in Aotearoa, and, for some, their schooling in Tonga. The Manulua framework (Fonua, 2021) informed how their stories were gathered, analysed and woven together. The article presents the Fata ho poto model to demonstrate how engagement, enjoyment and success are considered by successful Tongan science learners. This model is useful for those increasing Tongan and Moana/Pacific learning achievement. It offers important insights related to the role of education policy and practice in shaping notions of engagement, enjoyment and success among Tongan and Moana/Pacific learners.

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来源期刊

Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.80

自引率

12.50%

发文量

期刊介绍： Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.