SCIEN305-21B (HAM)

Science and Mātauranga Māori

15 Points

Edit Header Content
Division of Health Engineering Computing & Science
School of Science


Edit Staff Content




Placement/WIL Coordinator(s)


Student Representative(s)

Lab Technician(s)



You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
Edit Staff Content

Paper Description

Edit Paper Description Content

The specific attributes that successful students will acquire are:

  • basic cultural understanding (tikanga, mātauranga, interconnectedness of iwi, hapū, whānau)
  • skills in effective intercultural communication about knowledge, intellectual property, ethics, and sustainability
  • awareness of Māori science and worldview
  • awareness of Māori perspectives on topical scientific issues
  • the ability to work as a team and to apply these skills and attributes to scientific case studies
Edit Paper Description Content

Paper Structure

Edit Paper Structure Content
This paper will be taught by a mixture of online-lectures, workshops, and oral presentations. Lecture material will be delivered online and students are expected to watch these and work through the online resources which will be covered in the workshops the following week.
Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the paper should be able to:

  • Learning outcomes, SCIEN305
    1. Describe and demonstrate basic attributes of cultural understanding and protocols (i.e., tikanga, mātauranga Māori, kaitiakitanga, relationships and the interconnectedness of iwi, hapū and whānau)
    2. Demonstrate an awareness of Māori knowledge, Mātauranga Māori, Māori science and worldview and the relevance of science to Māori and iwi outcomes, via reflective essays and written and oral presentations
    3. Demonstrate skills in effective intercultural communication about knowledge, intellectual property, ethics, and sustainability
    4. Demonstrate awareness of Māori perspectives on a topical issue
    5. Demonstrate critical thinking and analytical skills in reflective essays and quizzes, and ability to apply these skills and attributes to scientific case studies.
    6. Work collaboratively with others and demonstrate this via a group case study report and oral presentation.
    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content


Edit Assessments Content
There will be a range of assessment items, based around both individual & group tasks. These will comprise: 3 moodle quizzes testing language and cultural understanding; 2 reflective essays, examining your world-view at the start and end of the paper; a group case-study analysis; and a group presentation.
Edit Additional Assessment Information Content

Assessment Components

Edit Assessments Content

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. First reflective essay
30 Jul 2021
5:00 PM
  • Online: Submit through Moodle
2. Maramataka assignment
27 Sep 2021
5:00 PM
  • Online: Submit through Moodle
3. RMA group oral presentation
8 Oct 2021
5:00 PM
  • In Class: In Lecture
4. RMA group written report
16 Oct 2021
5:00 PM
  • Online: Submit through Moodle
5. Second reflective essay
19 Oct 2021
5:00 PM
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Recommended Readings

Edit Recommended Readings Content

Mātauranga Māori

  • Allen, W., Ataria, J. M., Apgar, J. M., Harmsworth, G., & Tremblay, L. A. (2009). Kia pono te mahi putaiao—doing science in the right spirit. Journal of the Royal Society of New Zealand, 39(4), 239-242.
  • Harris, P., Matamua, R., Smith, T., Kerr, H., & Waaka, T. (2013). A review of Māori astronomy in Aotearoa-New Zealand. Journal of Astronomical History and Heritage, 16(3), 325-336.
  • Matamua, R. (2017). Matariki: The star of the year. Wellington: Huia.
  • McLean, R., & Smith, T. (2001). The Crown and Flora and Fauna: Legislation, Policies and Practices 1983-98. Waitangi Tribunal Research Series Wai 262 (1997). Wellington: Waitangi Tribunal.
  • Moller, H., Kitson, J. C., & Downs, T. M. (2009). Knowing by doing: Learning for sustainable muttonbird harvesting. New Zealand Journal of Zoology, 36(3), 243-258.
  • Smith, L. T., Maxwell, T. K., Puke, H., & Temara, P. (2016). Indigenous knowledge, methodology and mayhem: What is the role of methodology in producing indigenous insights? A discussion from Mātauranga Māori. Knowledge Cultures, 4(3), 131-156.
  • Tipa, G. (2009). Exploring Indigenous understandings of river dynamics and river flows: A case from New Zealand. Environmental Communication, 3(1), 95-120. doi: 10.1080/17524030802707818
  • Wehi, P. M., Whaanga, H., & Roa, T. (2009). Missing in translation: Maori language and oral tradition in scientific analyses of traditional ecological knowledge (TEK). Journal of the Royal Society of New Zealand, 39(4), 201-204. doi: 10.1080/03014220909510580
  • Wehi, P. M., Cox, M. P., Roa, T., & Whaanga, H. (2018). Human perceptions of megafaunal extinction events revealed by linguistic analysis of Indigenous oral traditions. Human Ecology. doi: 10.1007/s10745-018-0004-0
  • Williams, D. V. (2001). Matauranga Maori and taonga: The nature and extent of Treaty rights held by iwi and hapu in indigenous flora and fauna, cultural heritage objects, valued traditional knowledge. Wellington, N.Z.: Waitangi Tribunal.

Indigenous Knowledge

  • Battiste, M., & Henderson, S. Y. (2000). Protecting indigenous knowledge and heritage: a global challenge. Saskatoon: Purich Pub.
  • Berkes, F. (2008). Sacred ecology (2nd ed.). New York: Routledge.
    Cajete, G. (2000). Native science: Natural laws of interdependence. Santa Fe, NM: Clear Light Pub.
    Deloria, V. (1997). Red Earth White Lies. Native Americans and the Myth of Scientific Fact. Colorado: Fulcrum Publishing.
    Denzin, N., Yvonna, L., & Smith, L. T. (2008). The Handbook of Critical and Indigenous Methodologies. Los Angeles: Sage.
    Posey, D. A., & Plenderleith, K. (2004). Indigenous knowledge and ethics: A Darrell Posey reader. New York: Routledge.
Edit Recommended Readings Content

Online Support

Edit Online Support Content
This paper will use Moodle forums to provide on-line learning support.
Edit Online Support Content


Edit Workload Content
This is a 15-point paper and so the total expected workload is 150 hours, including contact time (a total of 30 hours in lectures/seminars, plus 24 hours of workshops/tutorials where students will work on their assessment tasks).
Edit Workload Content

Linkages to Other Papers

Edit Linkages Content


No Te Reo pre-requisites; students should have taken at least 60 points in 200-level Science papers.




Edit Linkages Content