Science & Mātauranga Māori - Dual Knowledge Systems
Science & Mātauranga Māori - Dual Knowledge Systems · Years 7–10
Ngā Whāinga Akoranga · Learning Intentions
- Investigate a significant question using evidence from multiple sources
- Analyse and evaluate information to form and support a reasoned position
- Connect learning to real-world contexts, including Aotearoa New Zealand settings
- Communicate understanding clearly and accurately for a specific audience
Paearu Angitu · Success Criteria
- I use at least two sources and can evaluate their credibility
- My position is clearly stated and supported by specific evidence
- I can connect my learning to at least one real-world Aotearoa context
- My communication is clear, organised, and appropriate for the audience
Whakataukī | Proverb
"Mā te rongo, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora"
Through listening comes knowledge; through knowledge comes understanding; through understanding comes wisdom; through wisdom comes life.
Both Western science and mātauranga Māori are valid knowledge systems for understanding our world. They ask different questions, use different methods, and value different outcomes - but when integrated thoughtfully, they create powerful solutions. This isn't about choosing one over the other - it's about honouring both!
🔬 Science & Mātauranga Māori
Unit 3: Dual Knowledge Systems
📋 Learning Objectives:
- Compare Western science and mātauranga Māori approaches
- Recognise both as valid knowledge systems
- Identify opportunities for integration
- Appreciate complementary strengths
To understand natural phenomena through systematic observation, experimentation, and evidence-based reasoning.
Scientific method: hypothesis → experiment → data collection → analysis → conclusion. Repeatable, measurable, peer-reviewed.
Objectivity, precision, reproducibility, universal laws, quantifiable results.
Precise measurements, controlled experiments, technological innovation, global communication of findings.
Testing water quality using pH meters, chemical analysis, and statistical data to determine pollution levels.
To understand the world through relationships, interconnections, and knowledge passed through generations.
Observation over generations, oral tradition, practical application, spiritual understanding, connection to whenua (land).
Kaitiakitanga (guardianship), whanaungatanga (relationships), balance, sustainability, spiritual connection.
Long-term observation, holistic understanding, cultural context, sustainable practices, relationship with environment.
Reading water health through presence of native species, plant indicators, and traditional knowledge of seasonal patterns.
✨ Integration in Action
🌊 Water Quality Monitoring
Science approach: Chemical testing, pH meters, bacterial counts, data logging.
Mātauranga approach: Observing native fish species, plant health, seasonal patterns, traditional indicators.
Integration: Use scientific instruments to measure precise data, while also training community members to recognise traditional indicators. Both methods validate each other!
🌱 Forest Restoration
Science approach: Soil analysis, biodiversity surveys, growth rate measurements, carbon sequestration data.
Mātauranga approach: Understanding which plants grow together naturally, traditional planting times, spiritual significance of species, long-term sustainability.
Integration: Use scientific data to track progress, while following traditional knowledge about companion planting and seasonal timing. Honour both approaches!
🐟 Marine Conservation
Science approach: Population counts, tagging studies, genetic analysis, ecosystem modelling.
Mātauranga approach: Rāhui (temporary bans), traditional fishing methods, knowledge of breeding seasons, respect for tapu areas.
Integration: Scientific data confirms when rāhui is needed, while traditional practices ensure sustainable harvest. Both protect the resource!
💭 Critical Thinking Questions
1. Why is it important to recognise BOTH knowledge systems as valid?
2. Think of a local environmental issue. How could science AND mātauranga work together to solve it?
3. What are the risks of ONLY using one knowledge system? What might we miss?
🌟 Extension Challenge
Design an Integrated Research Project: Choose an environmental issue in your community. Design a research plan that uses BOTH scientific methods AND mātauranga approaches!
Environmental issue:
Scientific methods I would use:
Mātauranga approaches I would use:
How they would work together:
Hononga Marautanga · Curriculum Alignment
Curriculum alignment for this handout has not yet been verified against the live curriculum statements. A generated placeholder that stood here was removed on 2026-08-29 because it matched no real statement.
Tuhia ōu whakaaro · Write Your Thoughts
Reflect on your learning. What was the most important idea? What question do you still have?
Aronga Mātauranga Māori
This resource sits within a kaupapa that recognises mātauranga Māori as a living knowledge system with its own frameworks, values, and ways of understanding the world. The New Zealand Curriculum calls for learning that reflects the bicultural partnership of Te Tiriti o Waitangi, which means every subject area has an obligation to engage authentically with Māori perspectives — not as cultural decoration but as substantive contributions to how we understand our topics. The concepts of manaakitanga (care for others), kaitiakitanga (guardianship), whanaungatanga (relationship and belonging), and tino rangatiratanga (self-determination) provide a values framework applicable across all learning areas, and all are relevant to the work in this handout.
Ngā Rauemi Tautoko · Resources already provided
This handout is designed to be used alongside other resources in the same unit. Related materials are linked in the unit planner. All content is provided — no additional preparation is required to use this handout in your classroom.
Curriculum alignment
- NZC (2007) · Science essence statement: Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations.
- Pairing chosen by this resource: This resource chooses to teach that science alongside mātauranga Māori, which stands as a knowledge system in its own right — the pairing is this resource's own approach, not a quotation from the curriculum.
- Focus of this resource: Understand how different knowledge systems — including mātauranga Māori — shape how communities relate to the natural world.