Catherine Buntting
Senior Research Fellow
Qualifications
| Bachelor of Science | University of Waikato |
| Master of Science | University of Waikato |
| Doctor of Philosophy | University of Waikato |
Cathy's research interests are in science and technology education, including biotechnology education, the teaching of ethical and futures thinking skills, and how ICTs can be used to enhance learning. She has a Masters degree in biochemistry and a PhD in science education and has taught on a range of bridging and undergraduate biology courses. She was responsible for managing the development of the New Zealand Biotechnology Learning Hub and is currently co-directing a Ministry of Education project on the use ICTs in science education. She is also working on a book about the use of contexts in science teaching and learning.
Selected publications:
Jones, A., Buntting, C., Hipkins, R., McKim, A., Conner, L., & Saunders, K. (2011). Developing students’ futures thinking in science education. Research in Sience Education, online first.
Jones, A., Buntting, C., & de Vries, M. (2011). The developing field of technology education: A review to look forward. International Jounral of Technology and Design Education, online first.
Lowe, P., Taylor, S., & Buntting, C. (2011). Problem based learning in science. New Zealand Science Teacher, 127, 28-30.
Buntting, C. & Ryan, B. (2010). In the classroom: Exploring ethical issues with young children. In A. Jones, M. Reiss, & A. McKim (Eds.), Ethics in the science and technology classroom: A new approach to teaching and learning (pp. 37-53). Rotterdam/Boston/Taipei: Sense
Buntting, C. (2010). Introducing and expanding a futures focus in science classrooms. New Zealand Science Teacher, 125, 34-37.
Buntting, C. & Jones, A. (2009). Unpacking the interface between science, technology and the environment: Biotechnology as an example. In A. Jones & M. de Vries (Eds.), Handbook of Research and Development in Technology Education (pp. 275-285). Rotterdam/Boston/Taipei: Sense.
Buntting, C.M., Coll, R.K., & Campbell, A. (2006). Student views of concept mapping use in introductory tertiary biology classes. International Journal of Science and Mathematics Education, 4(4), 641-668.