NZ
science teacher
bookreview
science&storytelling:foodscience
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several more. In the cell culture study, iron absorption was observed to increase even when the kiwifruit extract was so dilute that the ascorbic acid present was too low to be effective. How do ascorbic acid, lutein and zeaxanthin interact as they enhance in iron absorption? The in vitro cell culture and pig studies found that gold kiwifruit can increase calcium absorption. Why? How? Could kiwifruit help prevent or treat osteoporosis? The study in young women showed that iron-fortified cereal combined with kiwifruit improved iron stores, but iron-fortified cereal with banana did not. Is fortifying foods with iron ineffective unless they also contain something like kiwifruit that is proven to increase iron absorption? The elderly human study demonstrated that gold kiwifruit can increase the frequency of disease-fighting B-lymphocytes, but the effect was only significant in women, not men. Why does kiwifruit act differently on women versus men? What other secrets might New Zealand’s kiwifruit hold? How different are green and gold kiwifruit?
Additional reading Beck, K., Conlon, C.A., Kruger, R., Coad J., & Stonehouse, W. (2011). Gold kiwifruit consumed with an iron-fortified breakfast cereal meal improves iron status in women with low iron stores: a 16-week randomised controlled trial. British Journal of Nutrition, 105, 101-109. Hunter, D.C., Skinner, M.A., Wolber, F.M., Booth, C.L., Loh, J.M., Wohlers, M., Stevenson, L.M., & Kruger M.C. (2011). Consumption of gold kiwifruit reduces severity and duration of selected upper respiratory tract infection symptoms and increases plasma vitamin C concentration in healthy older adults. British Journal of Nutrition, 105, 101-109.
book review Discussions in Science: Promoting Conceptual Understanding in the Middle School Years Author: Tim Sprod Publisher: ACER Press 2011 ISBN: 9781742860343 Reviewed by: Ally Bull, NZCER This book is written for middle school teachers and fills an important niche in the market. In the first section it provides a very succinct overview of the challenges of providing relevant and engaging science education in the 21st century. Tim Sprod argues that developing ‘communities of inquiry’ in classrooms is a powerful method for increasing student engagement, thinking and motivation in science. He gives just enough theoretical background for thinking teachers to be able to use their professional judgment and experience to adapt and modify the suggested activities that are outlined in the second (and main) part of the book. This book could be a very useful resource for New Zealand teachers as they try and work out what science programmes that reflect the intent of the New Zealand Curriculum document might look like in their classrooms. It is much more than the usual ‘recipe’ approach that is commonly seen in books aimed at teachers. This book provides a bridge between theory and practice; this is where I think the book excels.
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The research continues…but for now, we do know that kiwifruit is more than just a fruit. It’s also a good source of vitamins and minerals and increases mineral absorption. Gold kiwifruit helps treat mild anaemia in women, and helps elderly people fight off respiratory infections. It’s pretty much the perfect food. For further information contact: F.M.Wolber@massey.ac.nz
New Zealand Association of Science Educators
The second section of the book consists of a number of ‘stories’ that are designed to be read aloud by the students to stimulate discussion. The stories are accompanied by discussion guides that aim to help teachers structure these discussions in useful ways. There are also brief outlines of the science involved and also ideas about the nature of science, and suggested activities. I found the teacher support material useful, but the stories themselves – although providing concrete examples – seemed somewhat contrived and did not engage my interest. I could not imagine myself in the story, and found it difficult to engage with the characters. In the notes accompanying one of the stories, Tim Sprod writes that he got his inspiration for the story from Fredric Brown’s, The Weapon (2001). Sprod tells the reader this story is available online and might be a better one to read to the class. When I looked up The Weapon I had to agree that this story did indeed have the power to engage the reader in a way that the stories in Sprod’s book don’t. For me, this highlighted the difficulty in writing stories for a particular purpose (for example, promoting discussions about the Nature of Science) without losing the story’s power to engage at an emotional level. Despite this criticism, the stories do illustrate ideas for teachers and provide a useful starting point. I will certainly draw on ideas from his book when working with teachers.