New Zealand Marine Studies Centre•At Portobello, on the Otago Peninsula•Part of Otago University•Research facilities for researchers •Has an aquarium for the public•Hosts education programmes –LEOTC programmes

Research•Heaps of studies on marine animals•PhD students, doctorates •Paua shell colour (Mike Barker)•Polarus IIoAccomodate 16o6 cabinsokitchen o2 toilets & showers, odrying room, owet & dry lab oseminar / teaching, workroomoUsed to go to tropics and down to sub -Antarctic islandsoUsed for research in marine biological, chemical, geological, zoological, botanical, physical and oceanographic sciences

Aquarium•Public•Touch tanks•Giant Squid•Lots of fish•Sea horses•Octupus•Crabs

Education

Victoria RosinPrimary Educator

Sally CarsonProgramme Director

Steve CutlerSecondary Educator

Primary education programmes-Go onto shore and look at where animals live (habitats)- Go to touch tanks and look at their features (adaptations for survival)-What they eat and how they eatSecondary Education-3 day crab study – intense!-Evolution

3 day crab study•NCEA achievement standard•Students designed own experiment and carried it out•First day is intro to crabs •Day 2 and 3 experiment

What did I do?• Helped with the education programs, setting

up, tidying up, collecting animals.• Also help during the programmes especially

when children were working in groups or as individuals.

• Put together staff training booklets with all the information needed to help new educators teach the classes.

• Updated old curriculum links.

Incidents

• Positive People– No negative attitudes (Collins, 2002) – Felt like part of the team right from the start – not

lonely (Gaitens, 2000)– Relevant duties – being photocopier and coffee kid

decreases motivation (Holmes, 2006).– Positive experience dependent on people around

you (Holmes, 2006).

Incidents

• Learning from Experience– I knew nothing about marine science– Initially put me off getting involved– The more involved you are the more you learn

(Toncar & Cudmore, 2000) – very relevant for the classroom

• “There is no better teacher than experience”. We need to let students ‘‘touch the stove’’. “Education was never meant to be isolated in an Ivory Tower” (Collins, 2002, p.96)

• Importance of LEOTC– Hands on experience were children can link in

class theory to real world – Chance to use multiple intellegencies (Brodie

Wiebe, 1999) – Professional development for teachers, become

confident with science (Plonzac, 2008)

Evaluation

• Internship experience was awesome– Learnt heaps of new pedagogies– Importance of LEOTC

• Professional development for teachers• Hands on experience were children can link in class theory

to real world – Learnt heaps about NCEA and the Science Curriculum– I feel I have become more employable

• Science specialist• LETOC educator

References• Brodie, L., & Wiebe, L. (1999). Report from the Field Yellow Busloads from Hell: A

Museum Trip in Tree Voices. McGill Journal of Education, 32(2), 173-187.• Collins, A. (2002) Research note Gateway to the real world, industrial training:

dilemmas and problems . Tourism Management , 23. 93–96. Bilkent University, Ankara:Turkey.

• Gaitens, J. (2000). Lessons from the Field: Socialization Issues in Writing andEditing Interships. Bussiness Communication Quarterly, 63(64), 63-76.

• Holmes, K. (2006). Museum Management and Curatorship. 21 , 240–253.doi:10.1016/j.musmancur.2006.06.001

• Toncar, M . & Cudmore, B. (2000). The Overseas Internship Experience. Journal ofMarketing Education, 22(54). DOI: 10.1177/0273475300221007