‘On the influence of the scientific societies of New Zealand on the character of the nation’ - Collecting and identity at the Hawke’s Bay Philosophical Institute museum, 1874–1899

This paper explores the collection and collecting activity of the Hawke’s Bay Ph ilosophical Institute of Napier, New Zealand. It examines the development of the Institute’s museum and considers the motivations, intentions and interests of the collectors and their activity within the broader scientific and museum context. The work of two significant collectors is examined in detail: William Colenso, FLS, FRS, missionary, explorer and enthusiastic botanist, who engaged in over fifty years of correspondence and botanical exchange with Sir Joseph Hooker at Kew Gardens; and Augustus Hamilton, the curator of the museum who later became Director of New Zealand’s national collection at the Colonial Museum in Wellington. Through consideration of the Institute’s activities during the period 1874 to 1899, it is proposed that within the collection, the emergence of a distinct local identity can be discerned, during the early colonial period of Hawke’s Bay.

A framework for considering cross-cultural exchanges as a way to develop reasoning about environmental socio-scientific issues

This study analyses the evolution of socioscientific reasoning on sustainability, of French and Australian tertiary students exchanging ideas on a digital platform, concerning local (Australian, French) environmental SSIs, and global environmental SSIs. We explore how the exchange of arguments from various disciplinary and cultural perspectives, can promote reasoning about complex problem-situations in the environment. We develop a framework of reasoning, and show how it enables a productive analysis of the nature of the exchanges, and the quality of reasoning. We argue that such a strategy may improve epistemological training on the nature of science, and citizenship.

Teaching the scientific method in the curriculum

 In chemistry education, students not only learn chemical knowledge and skills, but about the culture of chemistry – how scientists think about, and practise, chemistry. Students often learn that science is practised according to the “scientific method”, which is a model of scientific discovery, expounded by science historians and philosophers. The idealised “scientific method” has a number of steps: the collection of information about a phenomenon; the development of a hypothesis to explain those observations; an experiment to test a prediction that arises from the hypothesis, perhaps including more observations and collection of more information; improvement of the hypothesis; and so on.

The problem is that students (and even some science professionals) often do not understand the philosophy behind the scientific method and paradoxically, the scientific method does not seem to apply to most careers in science. The true nature of science is that concepts have been developed though variants of the “scientific method”, and that a process of testing the predictive value of these concepts has lead to advances in that conceptual knowledge. Hence the “scientific method” applies to the development of scientific ideas, not necessarily to the work of all scientists. It is not whether we personally use the scientific method in our day-today work, but how we use, apply, think about and communicate scientific knowledge and skills that makes us chemists.

Towards an improved understanding of knowledge dynamics in integrated coastal zone management: a knowledge systems framework

Integrated coastal zone management (ICZM) is a complex undertaking that draws on a range of biophysical and social science disciplines, and involves a wide range of stakeholders operating through multiple processes, and crossing various levels  Conceptually, this means that ICZM represents a significant challenge in terms of improving the way in which different disciplinary ‘knowledges’ and different forms of knowledge (scientific, managerial, lay, and indigenous) inform decision making. Depending upon the circumstances, ICZM may be constrained by different knowledge deficits, including: uncertainty; science - policy gaps; and the ‘filtering’ of particular forms of knowledge relative to others. As a means for making sense of these knowledge dynamics, this paper considers the concept of knowledge systems and its potential for improving understanding of coastal management processes. The potential insights that can be gained from four analytical approaches (stakeholder, institutional, network, and discourse analysis) are then discussed, and used to develop an analytical framework for investigating coastal knowledge dynamics, which is based upon a generic coastal knowledge system and associated research questions. Finally, the utility of this framework is illustrated using a case study that examines the knowledge dynamics associated with debates about the establishment of marine protected areas in Victoria, Australia.

Conceptualizing teamwork and group-work in architecture and related design disciplines

This paper reports on the early findings of an Australian Learning Teaching Council (ALTC/OLT) funded project – “Enhancing and Assessing Group and Team Learning in Architecture and Related Design Contexts.” This is a two-year project investigating good practice in Australian higher education for the teaching of teamwork in the design disciplines, with a focus on architecture. Drawing upon a review of the literature and discussions with teachers and practitioners, the paper considers how teamwork is conceived in the context of the design disciplines. The paper explores notions of team and group design activities in the literature, identifying the key elements and characteristics of effective teams and groups. While a great deal of research exists on effective teamwork in organizational, management and general education literature, this research found a clear gap in knowledge relating to teaching teamwork in architecture and related design contexts. Suggestions are made about the ways in which theories on effective teamwork in organisations might elucidate teaching and assessment of effectively functioning student design teams. The literature review prompted five key questions, outlined here, around the conceptualisation of teamwork in design education that were subsequently discussed with educators and practitioners, thus allowing the identification of issues, problems and solutions common to all fields of design.

Scientific foundations for an IUCN red list of ecosystems

 An understanding of risks to biodiversity is needed for planning action to slow current rates of decline and secure ecosystem services for future human use. Although the IUCN Red List criteria provide an effective assessment protocol for species, a standard global assessment of risks to higher levels of biodiversity is currently limited. In 2008, IUCN initiated development of risk assessment criteria to support a global Red List of ecosystems. We present a new conceptual model for ecosystem risk assessment founded on a synthesis of relevant ecological theories. To support the model, we review key elements of ecosystem definition and introduce the concept of ecosystem collapse, an analogue of species extinction. The model identifies four distributional and functional symptoms of ecosystem risk as a basis for assessment criteria: a) rates of decline in ecosystem distribution; b) restricted distributions with continuing declines or threats; c) rates of environmental (abiotic) degradation; and d) rates of disruption to biotic processes. A fifth criterion, e) quantitative estimates of the risk of ecosystem collapse, enables integrated assessment of multiple processes and provides a conceptual anchor for the other criteria. We present the theoretical rationale for the construction and interpretation of each criterion. The assessment protocol and threat categories mirror those of the IUCN Red List of species. A trial of the protocol on terrestrial, subterranean, freshwater and marine ecosystems from around the world shows that its concepts are workable and its outcomes are robust, that required data are available, and that results are consistent with assessments carried out by local experts and authorities. The new protocol provides a consistent, practical and theoretically grounded framework for establishing a systematic Red List of the world’s ecosystems. This will complement the Red List of species and strengthen global capacity to report on and monitor the status of biodiversity.

Unpacking academic practices: international students in management and education disciplines

This paper reports the findings of a qualitative case study that explores how international students in different disciplines struggle to interpret their disciplinary requirements. The study shows the emergence of five main forms of unpacking academic expectations that individual students in the study employed. It will be argued that these international students appear to be active and capable of drawing on various strategies and problem‐solving skills in order to take control of their academic life and enable them to participate in the academic practices of their discipline. The students' experiences also indicate that the interaction and dialogue they establish with their lecturers plays a significant role in their success in the course.

Digital technology to support students’ socioscientific reasoning about environmental issues

Scientific expertise and outcomes often give rise to controversy. An educational response that equips students to take part in such discussions is the teaching of socially acute questions (SAQs). With SAQs, the understanding of uncertainty, risk and how knowledge is developed is central. This study explores the way in which students from different disciplines and different continents are brought together via a digital platform to explore SAQs about environmental issues (a green algae outbreak linked to release of fertilisers along the coast of Brittany; the construction of a desalination plant near Melbourne to produce freshwater; and changes in meat consumption on a global scale, with regard to population projections in 2050). We have developed frameworks for looking at the quality of the collective reasoning and at the nature of students’ interactions, so that we can analyse the organisation of the learning communities and the building of collegial expertise. The results show that interdisciplinary discussions, especially on an international scale, foster the understanding of complex situations. In this paper, we discuss the modalities of one didactic scenario to enhance critical thinking and collaborative work, and to provide space for learners to support argumentation.

Cross cultural exchange to support reasoning about socio-scientific sustainability issues

In this article, we describe a project on reasoning about socio-scientific issues (SSIs), involving French and Australian pre-service science teachers engaged in on-line discussion and development of a wiki. In the research, we developed frameworks for looking at the quality of reasoning about 'socially acute' sustainability questions. We found the level of reasoning was enhanced by the cross-cultural exchange, and identified the importance of context in framing reasoning quality. We argue that science teachers could effectively adapt this approach to develop students' scientific literacy and embed the 'science as a human endeavour' strand of the Australian Curriculum in their practice.

Advancing community engagement practice for strategic urban planning : learning from allied and remote disciplines

Urban planning has the potential to draw on allied and remote disciplines to improve community consultation processes for strategic planning projects. Urban design and landscape architecture have quantitative and qualitative methods which can be utilised to visualise different options of urban intensification which may fit within communities’ expectations of change. Furthermore political science has long used scientifically established psychometric techniques to collect data from broad sections of the population, analysing demographic profiles of communities and understanding their perceptions and attitudes. By appropriating quantitative and qualitative methods from other disciplines, urban planning policies can be developed which may reflect communities’ aspirations of amenity and neighbourhood character. The aim of this paper is to assist local government urban planners with their community engagement practice in order to form policies which are acceptable to the affected communities. The paper draws on Victoria as a case study of community engagement practice, examines research methods from allied and remote disciplines and proposes a community engagement framework which introduces rigour within the community engagement process.