Foundation for the Atlantic Canada

Science Curriculum
New Brunswick _17_
Department of Education New ~ No~veau
Curriculum Development Branch BrunswIck

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 April 1998

© Atlantic Provinces Education Foundation

PO Box 2044
Halifax NS B3) 2Z1
Ph: (902) 424-5352
Fax: (902) 424-8976
E-mail: premiers@fox.nstn.ca
Table ofContents
Acknowledgements ' iii
AVision for Scientific Literacy v

Introduction
Purpose of Document 1
Curriculum Focus: Scientific Literacy 1
The Three Processes of Scientific Literacy 3
• Scientific Inquiry 3
• Problem Solving 3
• Decision Making ..........................................................•............................................................. 3
A Common Approach 5

Outcomes
Essential Graduation Learnings 7
Curriculum Outcomes 11
• A Vision for Scientific Literacy 11
• Conceptual Map for the Outcomes Framework 11
• General Curriculum Outcomes 12
• Description of the General Curriculum Outcomes 13
• Key-Stage Curriculum Outcomes 19

Contextsfor Learning andTeaching

Principles of Learning and Teaching Science 31
• Science - Technology - Society - Environment (STSE) in the Classroom 31
• Constructivism 33
• Creating Linkages Among Science Disciplines 34
• Resource-Based Learning .........•............................................................................................... 38
The Learning Environment 39
• Instructional Skills 39
• Investigative Activities 39
• Homework ...............................................................•.............................................................. 39
Equity and Diversity 40
• Science Programs for Exceptional Students 40
• Gender Equity 40
• Science Programs for a Multicultural Society 41
Assessing and Evaluating Student Learning 43
• Assessment 43
• Evaluation : 43

Table ofContents
 • Reporting ..: : 44
• Guiding Principles 44
• Assessing Student learning in Science ; 44
.- External Assessment : 45
• Proqrarn and System Evaluation .' 45

Resources
• Science Equipment and Supplies 46
• Print Resources 46
• Non-Print Resources 46
• The Use of Technology 46

References 49

II Foundation for theAtlantic Canada Science Curriculum

Acknowledgements
The departments of education of New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince
Edward Island gratefully acknowledge the contributions of the following groups and individuals toward the
development of this document:

• The regional science common curriculum committee, which has overseen the common curriculum develop-
ment and provided direction with respect to the completion of this foundation document
Current and past members include the following:

PROVINCE OF NEW BRUNSWICK PROVINCE OF NOVA SCOTIA

Mark Holland, Science Consultant, Adriane Dorrington, Science Consultant,
Department of Education Department of Education and Culture

Paul Parker, Science Consultant, Brian Cochrane, Science Consultant,

Department of Education Department of Education and Culture

Allan Nesbitt, Science Teacher, Beverley Williams, Principal,

Hartland High School Coldbrook and District School

Mike Fogarty, Science Teacher,

PROVINCE OF
Riverview High School
PRINCE EDWARD ISLAND
PROVINCE OF NEWFOUNDLAND Clayton Coe, Elementary and Intermediate Math
AND LABRADOR and Science Consultant, Department of Education

Barry LeDrew, Science Consultant, Elaine Somerville, Grades 10-12 Math and Science
Department of Education and Training Consultant, Department of Education

Dana Griffiths, Program Development Specialist, Barb Trainor, Intermediate Math and Science
Department of Education Consultant, Department of Education

Judy King, Principal, Grand Falls Academy Primary Bernie Pepin, French Immersion 7-9 Consultant,
Department of Education
Denise Gibbons, ScienceTeacher,
Presentation Junior High School KarenGamble, ScienceTeacher,
Athena Consolidated

• The science foundation document working group, comprising teachers and other educators in the Province
of Newfoundland and Labrador, which served as lead province in drafting and revising the document
• The provincial working groups, comprising teachers and other educators in New Brunswick, Newfoundland
and Labrador, Nova Scotia, and Prince Edward Island, who provided feedback and input to the document
during the development and revision process
• The APEF Evaluation Directors Committee for the development of the section entitled Assessing and Evaluat-
ing Student Learning
• The educators, parents, and other stakeholders who contributed many hours to the validation process that
led to the finalization of the Foundation for Atlantic Canada Science Curriculum
• The educators who contributed to the development of the Common Framework of Science Learning Outcomes
K-12 under the auspices of the Pan-Canadian Protocol for Collaboration on School Curriculum

Acknowledgments III
Iv Foundation for theAtlantic Canada Science Curriculum
 A Visionfor
Scientific Literacy
The Atlantic provinces' science curriculum is guided by the vision that
all students, regardless of gender or cultural background, will have an
opportunity to develop scientific literacy. Scientific literacy is an
evolving combination of the science-related attitudes, skills, and
knowledge that students need to develop inquiry, problem-solving, and
decision-making abilities, to become lifelong learners, and to maintain a
sense of wonder about the world around them.

A Vision for Scientific Literacy v

 )

vi Foundation for theAtlantic Canada Science Curriculum

Introduction
cr:
I
his science curriculum
foundation document is
• present the view of the nature
of science currently accepted
SCIENTIFIC LITERACY
-"'''- intended to be a by the majority of the scientific
framework for science programs community anadian society is experi-
in the Atlantic provinces. It is
• briefly describe the role of encing rapid and fund-
meant to reflect current provin-
science in students' achieve- amental economic,
cial, national , and international
ment of the Atlantic Canada social, and cultural changes that
thinking on meeti ng the needs of affect the way people live. Cana-
essential graduation learnings
all students in becoming scientifi-
dians are also becom ing aware of
cally literate citizens. • serve as the basisfor the
an increasing global interdepend-
development of new programs
This document outlines the ence and the need for a sustain-
in science, both provincially
nature of science education, able environment, economy, and
and for the Atlantic region
science curriculum outcomes, the society. The emergence of a
instructional philosophy for highly competitive and integrated
science, and principles of assess- international economy, rapid
ment. It reflects exemplary techno logical innovation, and a
practices currently taking place in growing knowledge base wi ll
schools and classrooms in Atlantic continue to have a profound
Canada. impact on people's lives. Ad-
vancements in science and
This document has been designed technology play an increasingly
to significant role in everyday life.
• provide teachers with an Science education will be a key
overview of science education element in developing scientific
and act as a companion literacy and in buildinq a strong
document to curriculum future for Canada's young people .
quldes Consistent with views expressed
• identify knowledge, skills, and in a variety of national and
attitudes that nurture the international science education
development of scientifically documents, the following goals
literate individ uals fo r Canadian science education
have been established:
• briefly describe the nature of
the instructional environment • encourage students at all
in which effective science grade levels to develop a
learning can take place critical sense of wonder and
curiosity about scientific and
• prov ide suggestions for the
technological endeavours
assessment of students'
learning specifically related to
science

Introduction 1
• enable students to use science The goal of science education To achieve scientific literacy for all
and technology to acquire In the Atlantic provinces Is to students (entry-12), the science
new knowledge and solve develop scientific literacy. The curriculum is expected to
problems, so that they may accomplishment of this aim
• address Hie three basic scientific
improve the quality of their within the school context can
fields of study-life, physical,
own lives and the lives of take place only if certain opportu-
and Earth and space science.
others nities are presented. While
From entry-9 all students will
teachers play the most significant
• prepare students to address be exposed to all fields. At the
role in helping students achieve
critically science-related high school ievel students may
scientific literacy, they need
societal, economic, ethical, opt to take specific sciences.
support from the rest of the
and environmental issues However, in all cases attempts
educational system if the chal-
should be made to develop the
• provide students with a lenge is to be met. Science must
connections among the basic
foundation in science that be an important component of
creates opportunities for them sciences
the curriculum at all grade levels
to pursue progressively higher and must be explored in an • engage students in inquiry,
levels of study, prepares them enjoyable environment that . problem solving, and decision-
for science-related occupa- students find interesting and making situations and contexts
tions, and engages them in intrinsically rewarding. The that give meaning and rel-
science-related hobbies designation of science into evance to the science curricu-
appropriate to their interests various categories should be lum. These include the prc;>c-
and abilities discouraged at the primary and esses of science such as predict-
• develop in students, of elementary levels. At the high ing and formulating hypoth-
varying aptitudes and inter- school level students will be eses, higher level skills such as
ests, a knowledge of the wide introduced to the traditional critical thinking and evaluating,
variety of careers related to sciences. These divisions are and manipulative skills such as
science, technology, and the arbitrary and do not reflect the use of a microscope and a
environment current scientific practice. At all balance
stages of science education the • utilize a wide variety of print
connections within and across the and non-print resources devel-
sciences, aswell as the connec- , oped in an interesting and
tions of science to technology, interactive style. Common
society and the environment materials, laboratory equip-
should be stressed. ment, audiotapes and
Videotapes, computer software,
and video disks should provide
a substantial part of the stu-
dent's experience
• exhibit the character of science
to be open to inquiry and
controversy, and free of dogma-
tism; promote student under-
standing of how we came to )

know what we know and how

we test and revise our thinking

2 Foundation for theAtlantic Canada Science Curriculum

• give students the opportuni-
ties to construct the important
ideas of science, which are
then developed in depth,
science education which possible explanations, and the

A
through inquiry and investiga-
tion strives for scientific collection of evidence to deter-
literacy must engage mine which of these explanations
• be presented in connection is most useful in accounting for
students in asking and answering
with students' own experi-
meaningful questions. Some of the phenomena under investiga-
ences and interests by fre-
these questions will be posed by tion. Teachers should engage
quently using hands-on
the teacher, while others will be students in scientific inquiry
experiences that are integral
generated by the students. These activities to develop these skills.
to the instructional sequence
questions are of three basic types:
• demonstrate connections I'Why... ?" "How... ?" and
"Should ... T", There are three
Problem Solving
across the curriculum
processes used to answer these The second process, problem
• involve instructional strategies
questions. Scientific inquiry solving, seeks solutions to human
and materials which allow all
addresses "why" questions. problems. It is also often repre-
learners to experience both
"How" questions are answered by sented as a cycle. In this case the
challenge and success
engaging in the problem solving cycle represents the proposing,
• incorporate assessment process, and "should" questions creating, and testing of proto-
approaches that are aligned are answered by engaging in types, products, and techniques
philosophically with the decision making. . in an attempt to reach an opti-
instructional program and mum solution to a given prob-
correlate with the intended lem. The skills involved in this
program Scientific Inquiry
cycle, often called the design-
Student achievement in science The first of the three processes, technology (DT) cycle, facilitate a
and in other school subjects such scientific inquiry, is a way of process which has different aims
as social studies, English language learning about the universe. It and different procedures from the
arts, and technology is enhanced involves the posing of questions inquiry process. Students should
by coordination between and and the search for explanations of be given ample opportunity in
among the science program and phenomena. Although there is no the curriculum to propose,
other programs. Furthermore, such thing as a "scientific perform, and evaluate solutions
such coordination can maximize method," students require certain to problem-solving or technologi-
use of time in a crowded school skills to participate in the activity cal tasks or questions.
schedule. of science. There is general
agreement that skills such as
questioning, observing, inferring,
Decision Making
predicting, measuring, hypoth- The third process is decision
esising, classifying, designing making. It is the determination of
experiments, collecting data, what we, as global citizens,
analysing data, and interpreting should do in a particular context
data are fundamental to engag- or in response to a given situa-
ing in science. These skills are tion. Increasingly, the types of
often represented as a cycle problems that We deal with, both
which involves the posing of individually and collectively,
questions, the generation of require an understanding of the

Introduction 3
 processes and products of science should be actively involved in
and technology. The actual process decision-making situations as they
of decision making involves the progress through the science
- -identification of the problem or curriculum. Decision-making
situation, generation of possible situations not only ale important
solutions or courses of action, in their own right, they also often
evaluation of the alternatives, and a provide a relevant context for
thoughtful decision based on the engaging in scientific inquiry and/
information available. Students or problem sotvinq .

..........•...•...•.........•...•......••.......
•
~ .•
• Question: How can I make a •
•• lMJy does my coffee
container to keep my ••
cool so quickly?
••• •••
coffee hot?
(Science question)
(Technology question)
• •
Process Involved in Scientific inquiry Technological problem Decision making
Answering the solVing
Question:

Response: Heat energy is Astyrofoam cup will Personal health, the environ-
transferred by
conduction,
keep liquids warm for a
long time.
••
ment, cost, and availability
must be considered along
convection, and ••
with science and technology
radiation. information. ••
• •••
Problems Arisefrom: Curiosity about events
and phenomena in the
Coping with everyday
life, practices, and
Different views or perspec-
tives based on different or
••
natural world human needs the same information ••
••
Types of Questions: What do we know? How can we do it? What alternatives or conse-
••
How do we know? Will it work? . quences are there? Which ••
•••
choice is best at this time?

A defensible decision in the

••
Solutions Result in: Knowledge about the An effective and efficient
events and phenomena way to accomplish a particular circumstances • •
in the natural world task ••
••
••
........................................ ...•..............• '

4 Foundation for theAtlantic Canada Science Curriculum

 T n 1993, work began on process. Each project requires The science foundation document

J the development of
common curricula in
specific core programs for Atlantic
consensus by a regional commit-
tee at designated decision points;
all provinces have equal weight in
includes statements of essential
graduation learnings, general
curriculum outcomes for the
provinces. The Atlantic education decision making. Each province program, and key stage curricu-
ministers' primary purposes for has established procedures and lum outcomes for the end of key
collaborating in curriculum mechanisms for communicating stages (entry-grade 2, grades 3-
development are to and consulting with education 5, grades 6--8, Foundation Years,
partners, and it is the responsibil- Graduation Years). Essential
• improve the quality of educa- ity of the provinces to ensure that graduation learnings and curricu-
tion for all students through stakeholders have input into lum outcomes provide a consist-
shared expertise and resources regional curriculum development. ent vision for the development of
• ensure that the education a rigorous and relevant core
In February 1995, the Council of
students receive across the curriculum. In addition to this
Ministers of Education, Canada,
region is equitable foundation document, teachers
adopted the Pan-Canadian
will receive curriculum quldes that
• meet the needs of both Protocol for Collaboration on
will include specific curriculum
students and society School Curriculum. Common
outcomes for the grade levels
Under the auspices of the Atlantic Framework of Science Learning
they teach.
Provinces Education Foundation, Outcomes K-12 was the first joint
development of Atlantic common curriculum development project In Atlantic Canada, the general,
core curricula for mathematics, initiated under the protocol. The key-stage, and specific curriculum
science, language arts and social framework sets out a vision and outcomes for science have been
studies follows a consistent foundation statements for scien- adopted from the Pan-Canadian
tific literacy in Canada. This vision framework.
and the foundation statements
are included in the Foundation for
the Atlantic Canada Science
Curriculum document.

Introduction 5
 Outcomes
~ ~ ~ .
.....

•
:
-= ~

Essential graduation
learnings are statements
:.
.:
·
• _.

-
CurrIculum outcomes are statements articulating what students are
expected to know and be able to do in particular sUbject areas. These
.
•

:
•

: describing the knowledge, :. outcomes statements also describe what knowledge, skills, and :
• skills, and attitudes expected of: : attitudes students are expected to demonstrate at the end of certain •
: allstudents who graduate from. : key stages in their education as a result of their cumulative learning :
: high school. Achievement of : • experiences at each grade level in the entry-graduation continuum. •
• the essential graduation .: Through the achievement of curriculum outcomes, students :
: learnings willprepare students: • demonstrate the essential graduation learnings. •
: to continue to learn throughout.• •• ••
their lives. These learnings • • • • •• •• •• •• • • •• • • • • • • •• • • •• •• • • • • • • • •
describe expectations notin
terms of individual school
subjects butin terms of
knowledge, skills, and attitudes
developed throughout the
curriculum. They confirm that FIGURE 1 - Relationship among Essential Graduation
students need to make Learnings, Curriculum Outcomes fit Levels of Schooling
connections and develop
•• abilities across subject
••• boundaries if they are to be

:
ready to meet the shifting and
ongoing demands of life, work, ...
.:
••• and study today and in the
future. Essential graduation • "0
co
-=
~

: learnings are cross-curricular, ""

·ri"'"',, ...... in .. II "uuJ"'IJ~
..... ,1 "" ..
QIIU lJU"'~UIUI" ' " (.(11
ro,,"';i!1""
areas is focussed to enable
students toachieve these
learnings. Essential graduation
learnings serve asa framework
for the curriculum ••
development process. ••
•• ••
•• ••
•• ••
•••••••••••••••••••• • Curriculum Outcomes

6 Foundation for theAtlantic Canada Science Curriculum

 (7 raduates from the public schools of Atlantic Canada will be able to
l~.J demonstrate knowledge, skills and attitudes in the following
;;) essential graduation learnings. Provinces may add
additional essential graduation learnings as appropriate.
-~ .....
;;",

Graduates will be able to, for example, Graduates will be able to, for example,

• use various art forms as a means of formulating • demonstrate understanding of sustainable

and expressing ideas, perceptions, and feelings development and its implications for the
• demonstrate understanding of the contribution environment
of the arts to daily life, cultural identity and • demonstrate understanding of Canada's politi-
diversity, and the economy cal, social and economic systems in a global
• demonstrate understanding of the ideas, context
perceptions and feelings of others as expressed • explain the significance of the global economy
in various art forms on economic renewal and the development of
• demonstrate understanding of the significance society
of cultural resources such as theatres, museums • demonstrate understanding of the social,
and galleries political and economic forces that have shaped
Through an emphasis on the interdependency of the past and present, and apply those
living things and on their connections to the understandings in planning for the future
physical environment, science fosters the kind of • examine human rights issues and recognize
intelligent respect for nature that should inform forms of discrimination
decisions on the uses of scientific knowledge and
• determine the principles and actions of just,
technological developments. Without that respect,
pluralistic and democratic societies
people are in danger of destroying their life-
support systems. Scienceand technology will be • demonstrate understanding of their own and
presented in the curriculum as creative human others' cultural heritage, cultural identity and
endeavours that must be viewed as comparable to the contribution of multiculturalism to society
and complementary to other creative endeavours Some of the most serious problems that humans
such as the arts and literature. now face are global in nature. Science provides
humanity with important knowledge of the
biophysical environment and of the behaviours
needed to develop effective solutions to global
problems. Although many pressing global prob-
lems have technological origins, technology may
provide the tools for dealing with such problems,

Outcomes 7
Citizenship (continued)
and the instruments for generating, through
science, crucial new knowledge. Without the
continuous development and creative use of new
technologies, and the continual search for new
scientific knowledge, society will limit its capacity
for survival and for working toward a world in
which the human species is at peace with itself and
its environment. The science curriculum will Graduates will be able to, for example,
provide numerous examples of interdependence at
• explore, reflect on, and express their own ideas,
the local, regional, and global levels.
learnings, perceptions and feelings
Scientific and technological habits of mind can
• demonstrate understanding of facts and rela-
help people in every walk of life to deal sensibly
tionships presented through words, numbers,
with problems that often involve evidence, quanti-
symbols, graphs and charts
tative considerations, logical arguments, and
uncertainty. Without the ability to think critically • present information and instructions clearly,
and independently, citizens may fall victim to logically, concisely and accurately for a variety
dogmatism and simplistic solutions to complex of audiences
issues. In a democratic society it is the citizens who • demonstrate a knowledge of the second official
make decisions and who ultimately control science language
and technology.
• access, process, evaluate and share information
The social and economic future of the provinces,
• interpret, evaluate and express data in everyday
the region, and the world depends on the appro-
language
priate use of science and technology to manage
the resources, to develop new economic opportu- • critically reflect on and interpret ideas presented
nities, and to sustain economic vitality, which in through a variety of media
turn depends on how well youth are educated to Since science is a process for producing knowl-
utilize science and technology in decision making edge, it is essential that scientists communicate
and problem solvinq. their new-found knowledge in a way that is
understandable to the science community and the
public at large. Scientific knowledge serves no
purpose unless it can be communicated to those to
whom it is relevant. The science and technology
curriculum will emphasize the importance of, and
provide opportunities for, communicating for ,
informing others and for demonstrating an under-
standing of the scientific concepts and principles.

8 Foundation for theAtlantic Canada Science Curriculum

• demonstrate preparedness for the transition to
Graduates will be able to, for example,
work and further learning
• acquire, process and interpret information
• make appropriate decisions and take responsibil-
ity for those decisions critically to make informed decisions

• work and study purposefully both independ- • use a variety of strategies and perspectives with
flexibility and creativity for solving problems
ently and in groups
• demonstrate understanding of the relationship • formulate tentative ideas, and question their
between health and lifestyle own assumptions and those of others

• discriminate among a wide variety of career • solve problems individually and collaboratively
opportunities • identify, describe, formulate and reformulate
• demonstrate coping, management and interper- problems
sonal skills • frame and test hypotheses
• demonstrate intellectual curiosity, an entrepre- • ask questions, observe relationships, make
neurial spirit and initiative inferences and draw conclusions
• reflect critically on ethical issues • identify, describe and interpret different points
The very nature of science and technology suggests of view and distinguish fact from opinion
that people depend on each other for knowledge Scientists can apply the principles of scientific
and skills and that cooperative efforts generally inquiry to help solve problems in society. These
produce the quickest and most effective results. problems are often far too complex for science
While people must understand how scientific alone to solve. However, science can playa valu-
knowledge and technological developments affect able role by providing factual information, predict-
society, they must, at the same time, understand ing the effects of possible courses of action, and
how they affect them as individuals. Scientific and helping to establish relevant causal linkages.
technological issues are rapidly changing and Technology is the process and product of human
developing and therefore current information is skill and ingenuity in designing creative solutions
necessary for a thorough understanding of the to human needs and problems. The processes of
issues. The science and technology curriculum will technology centre around problem solving.
provide opportunities for students to focus and Science and technology education will address the
extend their curiosities about the natural world and needs of students as citizens who need to be
instil in them a desire for lifelong learning and the critical thinkers, informed decision makers, and
refinement of their learning skills. creative problem solvers. The curriculum will
provide opportunities for students to acquire the
skills necessary to live and work in a society that is
shaped by science and technology.

Outcomes 9
---------

Graduates will be able to, for example,

• locate, evaluate, adapt, create and share

information using a variety of sources and
technologies
• demonstrate understanding of and use existing
and developing technologies
• demonstrate understanding of the impact of
technology on society
• demonstrate understanding of ethical issues
related to the use of technology in a local and
global context
Solving technological problems is the essence of
technological competence. In addition to being
able to solve technological problems, it is impor-
tant that students acquire knowledge about
technologies and about how technologies affect us
individually and collectively. Students should use
this knowledge as the basis for using technology
effectively. While technological competence
through technology integration is the responsibility
of the entire curriculum, the science curriculum
takes the lead in developing the knowledge, skills,
and attitudes essential to students in today's
technological society.

10 Foundation for theAtlantic Canada Science Curriculum

AVISION FOR CONCEPTUAL MAP FOR THE OUTCOMES
SCIENTIFIC LITERACY FRAMEWORK

The Atlantic provinces'science The conceptual map below provides the blueprint of the outcomes
curriculum is guided by the vision framework and is the basis from which general and key-stage outcomes
that all students, regardless of have been developed. At all times when making use of this framework,
gender or cultural background, will educators must keep in mind that the outcomes are intended to develop
have an opportunity to develop scientific literacy in students. The vision of scientific literacy in this
scientific literacy. Scientific literacyis document sets out the need for students to acquire science-related skills,
an evolving combination of the knowledge, and attitudes, and emphasizes that this is best done through
science-related attitudes, skills, and the study and analysis of the interrelationships among science, technol-
knowledge that students need to ogy, society, and the environment (STSE). The outcomes in the following
develop inquiry, prablem-solving, section are taken from the Pan-Canadian framework document Common
and decision-making abilities, to Framework of Science Learning Outcomes K-12.
become lifelong learners, and to
maintain a sense of wonder about
the world around them.

Essential Graduation
Learnings
-&-
A Vision for Scientific
LIteracy
In Atlantic Canada
-&-
Four General Curriculum
Outcomes:

~
STSE
7
SKILLS
<.
KNOWLEDGE
-:L
ATTITUDES
Appreciation ofscience
Nature ofscience and Initiating and planning lifeSCience
technology Interest in science
Perfonning and recording
Relationship between ~ ;-; Physical Science H Science inquiry
science and technology Analysing and interpreting ~
Collaboration
Social and environmental Communication and Earth and space science
contexts ofscience and teamwork Stewardship
technology
Safety
-&- -&- -&- -&-
Key-stage Curriculum Outcomes
~/?
Specific Curriculum Outcomes

Outcomes 11
GENERAL CURRICULUM OUTCOMES
The general curriculum outcomes form the basis of the outcomes framework. They constitute a starting point
for the development of all subsequent work. The also identify the key components of scientific literacy. Four
general curriculum outcomes have been identified to delineate the four critical aspects of students' scientific
iiteracy. They reflect the wholeness and interconnectedness of learning and should be considered as interre-
lated and mutually supportive.

General Curriculum Outcome 1: General Curriculum Outcome 3:

Science, technology, society, and the Knowledge-Students will construct
environment (STSE)-Students will· knowledge and understandings of concepts
develop an understanding of the nature of in life science, physical science, and Earth
science and technology, of the relationships and space science, and apply these
between science and technology, and of the understandings to interpret, integrate, and
social and environmental contexts of science extend their knowledge.
and technology.

General Curriculum Outcome 2: General Curriculum Outcome 4:

Skills-Students will develop the skills Attitudes-Students will be encouraged to
required for scientific and technological develop attitudes that support the
inquiry, for solving problems, for responsible acquisition and application of
communicating scientific ideas and results, scientific and technological knowledge to the
for working collaboratively, and for making mutual benefit of self, society, and the
informed decisions. environment.

12 Foundation for theAtlantic Canada Science Curriculum

 DESCRIPTION OF THE GENERAL CURRICULUM OUTCOMES

The descriptions on the following Nature of science and technology While it is true that some of our
pages provide an overview of the Science is a human and social understanding of the world is the
depth and breadth of each activity with unique characteristics result of revolutionary scientific
general curriculum outcome, and and a long history that has developments, much of our
have been taken from the Pan- involved many men and women understanding of the world results
Canadian framework document from many societies. Science is from a steady and gradual accu-
(Common Framework of Science also a way of learning about the mulation of knowledge.
Learning Outcomes K-12) universe based on curiosity, Technology, like science, is a
creativity, imagination, intuition, creative human activity with a
General Curriculum exploration, observation, replica- long history in all cultures of the
Outcome 1: tion of experiments, interpretation world. Technology is concerned
of evidence, and debate over the mainly with proposing solutions
Science, technology, society, and
evidence and its interpretations. to problems arising from human
the environment (STSE)-
Scientific activity provides a adaptation to the environment.
Students will develop an under- conceptual and theoretical base
standing of the nature of science Since there are many possible
that is used in predicting, inter- solutions, there are inevitably
and technology, of the relationships preting, and explaining natural
between science and technology, many requirements, objectives,
and human-made phenomena.
and of the socialand environmental and constraints. Hence, the chief
Many historians, sociologists, and
contexts of science and technology. concern of technologists is to
philosophers of science argue that
develop optimal solutions that
This outcome statement is the there is no set procedure for
represent a·balance of costs and
driving force of the curriculum conducting a scientific investiga-
benefits to society, the economy,
Ie. outcomes framework. Many key- tion. Rather, they see science as
and the environment.
stage curriculum outcomes driven by a combination of
presented in this document flow theories, knowledge, experimen- Relationships between science
tation, and processes anchored in and technology
directly or indirectly from the STSE
domain. The outcome statement the physical world. Theories of While there are important rela-
focusses on three major dimen- science are continually being tionships between science and
sions: tested, modified, and improved as technology, there are also impor- .
new knowledge and theories tant differences. Science and
• the nature of science and supersede existing ones. Scientific technology differ in purpose and
technology debate on new observations and in process. Technology is more
• the relationships between hypotheses that challenge ac- than applied science. It draws
science and technology cepted knowledge involves many from many disciplines when
participants with diverse back- solvinq problems. Throughout
• the social and environmental
grounds. This highly complex history, science and technology
contexts of science and tech-
interplay, which has occurred have drawn from one another.
nology
throughout history, is fuelled by They are inextricably linked.
theoretical discussions, experi-
By understanding the relation-
mentation, social, cultural,
ships between science and
economic and political influences,
technology, students learn to
personal biases, and the need for
appreciate how science and
peer recognition and acceptance.
technology interact, how they
develop in a social context, how

Outcomes 13
 they are used to improve people's As students advance from grade General Curriculum
lives, and how they have implica- to grade, the understandings Outcome 2:
tions for the students themselves, about STSE interrelationships are .Skills-Students will develop the
- for-others, for the economy, and developed and applied in increas- skills requited for scientific and
for the environment. ingly demanding contexts. In the technological inquiry, for solving
early years, considerable attention problems, for communicating
Social and environmental
is given to students acqulrinq an scientific ideas and results, for
contexts of science and
technology operational understanding of working collaboratively, and for
these interrelationships. In the making informed decisions.
The history of science highlights
later years, these understandings
the nature of the scientific enter- Students use a variety of skills in,
are more conceptual in nature.
prise. Above all, the historical the process of answering ques-
Growth in STSE understandings
context serves as a reminder of tions, solvinq problems, and
may involve each of the following.
the ways in which cultural and making decisions. While these '
elements:
intellectual traditions have skills are not unique to science,
influenced the questions and • complexity of understand: they play an important role in the"
methodologies of science, and ing-from simple, concrete development of scientific
how science in turn has influ- ideas to abstract ideas; from understandings and in the
enced the wider world of ideas. limited knowledge of science application of science and
to more in-depth and broader technology to new situations.
Today, a majority of scientists
knowledge of science and the
work in industry, where research The listing of skills is not intended,
world
is more often driven by societal to imply a linear sequence or to
and environmental needs than by • applications in context-from
identify a single set of skills
the pursuit of fundamentals. As contexts that are local and
required in each science investi-
technological solutions have personal to those that are
gation: Every investigation and
emerged, many of them have societal and global
application of science has unique
given rise to complex social and • consideration of variables and features that determine the
environmental issues. These issues' perspectives-from one or two particular mix and sequence of
are increasingly becoming part of that are simple to many that skills involved.
the political agenda. The poten- are complex
tial of science to inform and Four broad areas of skills are
empower decision making by • critical judgement-from outlined. Each group of skills is
individuals, communities, and simple right or wrong assess- developed from entry to grade
society as a whole is central to ments to complex 'evaluations 12, with increasing scope and
achieving scientific literacy in a • decision making-from complexity of application.
democratic society. decisions based on limited Initiating and plannlng-,-These
knowledge, made with teacher
Scientific knowledge is necessary are the skills of questioning,
qutdancs, to decisions based ldentityinq problems, and devel-
but is not in itself sufficient for
on extensive research, involv-
understanding the relationships oping preliminary ideas and
ing personal judgement and
among science, technology, plans.
made independently, without
society, and the environment. To
quidance Performing and recording-
understand these relationships, it
These are the skills of carrying out
is also essential to understand the
a plan of action, which involves
values inherent to science,
gathering evidence by observa-
technology, a particular society,
tion and, in most cases, manipu-
and its environment.
lating materials and equipment.

14 Foundation for theAtlantic Canada Science Curriculum

 Analysing and interpreting- Interactions among the four areas of skills
These are the skills of examining
information and evidence, of
processing and presenting data so Initiating and
that it can be interpreted, and of
Planning
interpreting, evaluating, and
applying the results.

Communication and team-

work-In science, as in other
areas, communication skills are
essential at every stage where
ideas are being developed, tested,
interpreted, debated, and agreed Communication
upon. Teamwork skills are also and teamwork
important, since the development
and application of science ideas
are collaborative processes both
in society and in the classroom.
Performing and Analysing and
As students advance from grade recording interpreting
to grade, the skillsthey have
developed are applied in increas-
ingly demanding contexts.
Growth in skills may involve each
of the following skill elements: Applying skills in context
• degree of independence and
• range of application-from a structure-from working Students should be provided with
limited range to a broad under teacher gUidance or in a opportunities to develop and
range of applications structured situation to working apply their skills in a variety of
independently and without contexts. These contexts connect
• complexity of application- guidance
from simple, direct applica- to the STSE outcomes by linking
tions to applications that • awareness and control-from to three processes for skills
involve abstract ideas and following a predetermined application:
complex interpretations and plan to an approach involving
• science inquiry-seeking
judgements awareness, understanding,
answers to questions through
and control, such as selecting

I • precision of measures and

manipulations-from coarse
measures and manipulations
skills and strategies that are
most appropriate to the task at
hand and making use of
•
experimentation and research
problem solving-seeking
solutions to science-related
to those that are precise
I • use of current and appropriate
technologies and tools-from
metacognition and strategic
thinking
problems by developing and
testing prototypes, products,
and techniques to meet a
• ability to work collabora-
working with a few simple given need
tively-from working as an
tools to working with a broad • decision making-providing
individual to working as part
array of specialized and information to assist the
of a team
precise tools decision-making process
•

Outcomes 15
General Curriculum Earth and space science The attitudes outcome focusses
Outcome 3: Earth and space science brings on six ways in which science
global and universal perspectives education can contribute to
Knowledge-Students will con-
-to students' knowledge. Earth, attitudinal growth. These have
struct krlOwledge ond
our home planet, exhibits form, been articulated as statements or
understondings of concepts in life
structure, and patterns of change, attitude Indicators that have
science, physicalscience, and Earth
as does our surrounding solar quided the development of the
and space science, and apply these
system and the physical universe key-stage outcomes. They have
understandings to interpret, inte-
beyond it. Earth and space also provided links to the STSE
grate, and extend their knowledge.
science includes fields of study and skills general curriculum
This general curriculum outcome such as geology, meteorology, outcomes ..
focusses on the subject matter of and astronomy. Appreciation of science
science, including the theories,
models, concepts, and principles Students will be encouraged to
that are essential to an under- General Curriculum appreciate the role andcontribu-
standing of each science area. For Outcome 4: tions of science in their lives, and
organizational purposes, this to be aware of its limits and
Attitudes-Students will be
outcome is framed using widely impacts. Scienceeducation can
encouraged to develop attitudes
accepted science disciplines. contribute to attitudinal growth
that support the responsible
when students are encouraged to
Life science acquisition and application of
examine how science has an
scientific and technological knowl-
Life science deals with the growth impact daily and over the long
edge to the mutual benefit of self,
and interactions of life forms term on themselves and on the
society, and the enviranment.
within their environments, in ways lives of others. In this way,
that reflect their uniqueness, Attitudes refer to generalized students can increasingly appreci-
diversity, genetic continuity, and aspects of behaviour that are ate science's potential significance
changing nature. Life science modelled for students by example for their own lives.
Includes fields of study such as and reinforced by selective
Interest in science
ecosystems, biodiversity, the study approval. Attitudes are not
of organisms, the study of the cell, acquired in the same way as skills Students will be encouraged to
biochemistry, genetic engineering, and knowledge. They cannot be develop enthusiasm and continu-
and biotechnology. _observed at any particular rno- ing interest in the study of
ment, but are evidenced by science. Science education can
Physical science contribute to attitudinal growth
regular, unpromoted manifesta-
Physical science, which encom- tions over time. Attitude develop- when students are involved in
passes chemistry and physics, ment is a lifelong process that science investigations and activi-
deals with matter, energy, and involves the home, the school, ties that stimulate their interests
forces. Matter has structure and the community, and society at and curiosity, thus increasing their
there are interactions among its large. The development of motivation for learning and
components. Energy links matter positive attitudes plays an impor- encouraging them to become
to gravitational, electromagnetic, tant role in students' growth by interested in preparing for
and nuclear forces in the universe. interacting with their intellectual potential science-related careers
The conservation laws of mass and development and by creating a or furthering other science-related
energy, momentum, and change readiness for responsible applica- interests.
are addressed by physical science. tion of what they learn.

16 Foundation for theAtlantic Canada Science Curriculum

Scientific inquiry Collaboration Safety
Students will be encouraged to Students will be encouraged to Students will be encouraged to
develop attitudes that support develop attitudes that support demonstrate a concern for safety
active inquiry, problem solving, collaborative activity. Science in science and technology con-
and decision making. Science education can contribute to texts. Science education can
education can contribute to attitudinal growth when students contribute to attitudinal growth
attitudinal growth when students are provided with opportunities when students are encouraged to
are provided with opportunities to work in group situations and assess and manage potential
for development, reinforcement, on real-life problems, thus devel- dangers and apply safety proce-
and extension of attitudes that oping a sense of interpersonal dures, thus developing a positive
support scientific inquiry, such as responsibilities, an openness to attitude toward safety.
open-mindedness and flexibility, diversity, respect for multiple
critical-minded ness and respect perspectives, and an appreciation
for evidence, initiative and of the efforts and contributions of
perseverance, and creativity and others.
inventiveness.
Stewardship
Students will be encouraged to
develop responsibility in the
application of science and tech-
nology in relation to society and
the natural environment. Science
education can contribute to
attitudinal growth when students
are involved in activities that
encourage responsible action
toward living things and the
environment, and when students
are encouraged to consider issues
related to sustainability from a
variety of perspectives.

Outcomes 17
18 Foundation for theAtlantic Canada Science Curriculum
- ~-- -----------------------------

Key-stage curriculum outcomes grade 3 to grade 4 is not substan- The key-stage outcomes pre-
are statements that identify what tially different from the transition sented in the following pages
students are expected to know from grade 4 to grade 5. Further- were taken from the Pan-Cana-
and be able to do by the end of more, the key-stage outcomes dian framework document,
grades 2,5,8,10 and 12 as a represent what is intended or Common Framework of Science
result of their cumulative learning what is expected at the end of Learning Outcomes K-12. The
experiences in science. that stage. At the end of a par- number attached to each out-
ticular key stage some students come links the statement to both
The key stages are established to
will have fully achieved the the Pan-Canadian framework and
coincide with the most common
intended outcome while others the curriculum guides that will be
school organization. On the
will not. While the outcomes are written. The numbering system is
surface these stages are discrete,
intended for all students, it is not meant to imply order of
separate divisions used primarily
acknowledged that different importance.
for planning curriculum. How-
students will achieve these
ever, in the continuum of an
outcomes in different ways and to
individual student's learning
different depth and breadth
experience, the transition from
depending on interest, ability,
and context.

Outcomes 19
By the end of grade 2 (STSE/knowledge), students By the endof grade 5, students will haveachieved the
will be expected to outcomes for entry-grade 2 and will also be expected to

investigate objects and events in their immediate demonstrate that science and technology use
environment, and use appropriate language to specific processes to investigate the natural and
develop understanding and to communicate constructed world or to seek solutions to practical
results (100) problems (104)

demonstrate and describe ways of using materials demonstrate that science and technology develop
and tools to help answer science questions and to over time (105)
solve practical problems (101)

describe how science and technology affect their describe ways that science and technology work
lives and those of people and other living things together in investigating questions and problems
in their community (102) and in meeting specific needs (106)

undertake personal actions to care for the imme- describe applications of science and technology
diate environment and contribute to responsible that have developed in response to human and
group decisions (103) environmental needs (107)

describe positive and negative effects that result

from applications of science and technology in
their own lives, the lives of others, and the environ-
ment (108)

20 Foundation for theAtlantic Canada Science Curriculum

 By the end of grade 8, students will have achieved IJY the end of the grade 10, students will have
the outcomes for entry-grade 5 and will also be achieved the outcomes for entry-grade 8 and will also
expected to be expected to

describe various processes used in science and describe and explain disciplinary and interdiscipli-
technology that enable people to understand nary processes used to enable us to understand
natural phenomena and develop technological natural phenomena and develop technological
solutions (109) solutions (114)

describe the development of science and technol- distinguish between science and technology in
ogy over time (110) terms of their respective goals, products, and
values and describe the development of scientific
theories and technologies over time (115)

I ::~'~ explain how science and technology interact with analyse and explain how science and technology .
.".

"~ ,
.. ~ ·1
and advance one another (111) interact with and advance one another (116)

illustrate how the needs of individuals, society, and analyse how individuals, society, and the environ-
the environment influence and are influenced by ment are interdependent with scientific and tech-
scientific and technological endeavours (112) nological endeavours (117)

analyse social issues related to the applications and evaluate social issues related to the applications
I. limitations of science and technology, and explain and limitations of science and technology, and
decisions in terms of advantages and disadvan- explain decisions in terms of advantages and
tages for sustainability, considering a few perspec- disadvantages for sustainability, considering a
tives (11 3) variety of perspectives (118)

By the end of the grade 12, students will have achieved

the outcomes as stated for grade 10, but in specific
elective science courses.

OutCOmRS 21
By the end of grade 2, students will be expected to By the end of grade 5, students will have achieved
the outcomes for entry-grade 2 and will also be' .
expected to

ask questions about objects and events in the ask questions about objects and events in the local
immediate environment and develop ideas about environment and develop plans to investigate
how those questions might be answered (200) those questions (204)

observe and explore materials and events in the observe and investigate their local environment
immediate environment and record the results (201) and record the results (205)

identify patterns and order in objects and events interpret findings from investigations using appro-
studied (202) priate methods (206)

work with others and share and communicate work collaboratively to carry out science-related
ideas about their explorations (203) activities and communicate ideas, procedures, and
results (207)

22 Foundation for theAtlantic Canada Science Curriculum

·By the end of grade 8, students will have achieved By the end of grade 10, students will have achieved
the outcomes for entry-grade 5 and will also be the outcomes for entry-grade 8 and will also be
expected to expected to

ask questions about relationships between and ask questions about observed relationships and
among observable variables and plan investiga- plan investigations of questions, ideas, problems,
tions to address those questions (208) and issues (212)

conduct investigations into relationships between conduct investigations into relationships between
and among observations, and gather and record and among observable variables, and use a broad
qualitative and quantitative data (209) range of tools and techniques to gather and record
data and information (213)

analyse qualitative and quantitative data and analyse data and apply mathematical and concep-
develop and assess possible explanations (210) tual models to develop and assess possible explana-
tions (214)

work collaboratively on problems and use appro- work as a member of a team in addressing prob-
priate language and formats to communicate lems, and apply the skills and conventions of
ideas, procedures, and results (211) science in communicating information and ideas
and in assessing results (215)

By the end of grade 12, students will have further

developed the skills achieved by the outcomes stated for
entry-grade 10.

Outcomes 23
By the end of grade 2, students will be expected to By the end of grade 5, students will haveachieved
the outcomes for entry-grade 2 and will also be
expected to

From entry to Grade 2, STSE and knowledge describe and compare characteristics and proper-
outcomes are combined in the STSE section. ties of living things, objects, and materials (300)

describe and predict causes, effects, and patterns

related to change in living and non-living things (301)

describe interactions within natural systems and the

elements required to maintain these systems (302)

describe forces, motion, and energy and relate

them to phenomena in their observable environ-
ment (303)

",

24 Foundation for theAtlantic Canada Science Curriculum

By the end of grade B, students will have achieved By the end of grade 10, students will have achieved
the outcomes for entry-grade 5 and will also be the outcomes for entry-grade 8 and will also be
expected to expected to
Life Science Life Science
explain and compare processes that are responsi- There will be other specific outcomes for (304) and
ble for the maintenance of an organism's life (304) (305)

explain processes responsible for the continuity explain processes responsible for the continuity
and diversity of life (305) and diversity of life (312)

describe interactions and explain dynamic equilib- evaluate relationships that affect the biodiversity and
rium within ecological systems (306) sustainability of life within the biosphere (318)

describe and predict the nature and effects of

Physical Science
changes to terrestrial systems (331)
describe the properties and components of matter
and explain interactions between those compo-
nents (307) Physical Science
There will be other specific outcomes for (307) and
describe sources and properties of energy, and
(308)
explain energy transfers and transformations (308)
recognize that many phenomena are caused by analyse and describe relationships between force
forces and explore various situations involving and motion (325)
forces (309)
identify and explain the diversity of organic
Earth and Space Science compunds and their impact on the environment
explain how Earth provides both a habitat for life (319)
and resource for society (310)
illustrate and explain the various forces that hold
explain patterns of change and their effects on structures together at the molecular level, and
Earth (311) relate the properties of matter to its structure (321)
describe the nature and components of the solar
system (312) Earth and Space Science
Further study of (312)

describe and predict the nature and effects of

changes to terrestrial systems (331)

Outcomes 25
 continued

By the end of grade 72, students will have

achieved the outcomes for entry-grade 70 and will
also be expected to

Life Science Physics

compare and contrast the reproduction and analyse and describe relationships between force
development of representative organisms (313) and motion (325)
determine how cells use matter and energy to analyse interactions within systems, using the laws
maintain organization necessary for life (314) of conservation of energy and momentum (326)·
demonstrate an understanding of the structure
and function of genetic material (315) predict and explain interactions between waves
and with matter, using the characteristics of
analyse the patterns and products of evolution waves (327)
(316)
explain the fundamental forces of nature, using
compare and contrast mechanisms used by the characteristics of gravitational, electric, and
organisms to maintain homeostasis (317) magnetic fields (328)

evaluate relationships that affect the biodiversity analyse and describe different means of energy
and sustainability of life within the biosphere transmission and transformation (329)
(318)
Earth and Space Science
Chemistry demonstrate an understanding of the nature and
identify and explain the diversity of organic diversity of energy sources and matter in the
compounds and their impact on the environ- universe (330)
ment (319)
demonstrate an understanding of the relation-
demonstrate an understanding of the character- ships among systems responsible for changes to
istics and interactions of acids and bases (320) the Earth's surface (332)

describe the nature of space and its components

illustrate and explain the various forces that hold and the history of the observation of space (333)
structures together at the molecular level, and
relate the propertied of matter to its structure
(321 )

use the redox theory in a variety of contexts

related to electrochemistry (322)

develop an understanding of solutions and

stoichiometry in a variety of contexts (323)

predict and explain energy transfers in chemical.

reactions (324)

26 Foundation for theAtlantic Canada Science Curriculum

By the end of grade 2, students will be expected to By the end of grade 5, students will haveachieved the
outcomes for entry-grade 2 and will also be expected to

recognise the role and contribution of science in appreciate the role and contribution of science and
their understanding of the world (400) technology in their understanding of the world (409)

show interest in and curiosity about objects and realize that the applications of science and technol-
events within the immediate environment (401) ogy can have both intended and unintended
effects (410)

willingly observe, question, and explore (402) recognize that women and men of any cultural
background can contribute equally to science (411)

consider their observations and their own ideas show interest and curiosity about objects and
when drawing a conclusion (403) events within different environments (412)

appreciate the importance of accuracy (404) willingly observe, question, explore, and investi-
gate (413)

be open-minded in their explorations (405) show interest in the activities of individuals work-
ing in scientific and technological fields (414)

work with others in exploring and investigating (406) consider their own observations and ideas as well
as those of others during investigations and before
drawing conclusions (415)

be sensitive to the needs of other people, other appreciate the importance of accuracy and
living things, and the local environment (407) honesty (416)

show concern for their own safety and that of demonstrate perseverance and a desire to under-
others in carrying out activities and using stand (417)
materials (408)
work collaboratively while exploring and investi-
gating (418)

be sensitive to and develop a sense of responsibility

for the welfare of other people, other livinq things,
and the environment (419)

show concern for their own safety and that of

others in planning and carrying out activities and
in choosing and using materials (420)

become aware of potential dangers (421)

Outcomes 27
By the end of grode 8, students will have achieved project, beyond the personal, consequences of
the outcomes for entry-grode 5 and will also be proposed actions (433)
expected to
show concern for safety in planning, carrying out,
appreciate the role and contribution of science and and reviewing activities (434)
technology in our understanding of the world (422)
become aware of the consequences of their actions
(435)
appreciate that the applications of science and
technology can have advantages and disadvan-
tages (423) .~

appreciate and respect that science has evolved

from different views held by women and men
from a variety of societies and cultural back-
I
grounds (424)

show a continuing curiosity and interest in a broad

scope of science-related fields and issues (425)

confidently pursue further investigations and

readings (426)

consider many career possibilities in science- and

technology-related fields (427)

consider observations and ideas from a variety of .

sources during investigations and before drawing
conclusions (428)

value accuracy, precision, and honesty (429)

persist in seeking answers to difficult questions and

solutions to difficult problems (430)

work collaboratively in carrying out investigations

as well as in generating and evaluating ideas (431)

be sensitive and responsible in maintaining a

balance between the needs of humans and a
sustainable environment (432)

28 Foundation for theAtlantic Canada Science Curriculum

By the end of grade 70, students will haveachieved the project the personal, social, and environmental
outcomes for entry-grade 8 and will also be expected to consequences of a proposed action (447)

want to take action for maintaining a sustainable

value the role and contribution of scienceand tech- environment (448)
nology in our understanding of phenomena that are
directly observable and those that are not (436) show concern for safety and accept the need for
rules and regulations (449)
appreciate that the applications of science and
technology can raise ethical dilemmas (437) be aware of the direct and indirect conse-
quences of their actions (450)

value the contributions to scientific and technologi-

cal development made by women and men from By the end of grade 72, students will have further
many societies and cultural backgrounds (438) opportunity to develop attitudes as expressed by
outcomes for entry-grade 7O.

show a continuing and more informed curiosity

and interest in science and science-related issues
(439)

acquire, with interest and confidence, additional

science knowledge and skills, using a variety of
resources and methods, including formal research
(440)

consider further studies and careers in science and

technology-related fields (441)

confidently evaluate evidence and consider alterna-

tive perspectives, ideas, and explanations (442)

use factual information and rational explanations

when analysing and evaluating (443)

value the processes for drawing conclusions (444)

work collaboratively in planning and carrying out

investigations, as well as generating and evaluating
ideas (445)

have a sense of personal and shared responsibility

for maintaining a sustainable environment (446)

Outcomes 29
30 Foundation for theAtlantic Canada Science Curriculum
Contextsfor Learning
and Teaching
The central goal of science The instructional environment STSE IN THE
education is scientific literacy. All represents much more than the CLASSROOM
activities that fall under the physical setting in which teaching
umbrella of instruction should and learning take place. While the General Curriculum Outcome 1
therefore be aimed at that central physical environment is impor- (STSE) states that students wili
goal. While curricula Can be tant, the intellectual environment develop an understanding of the
designed to encourage the in which teaching and learning nature of science and technology,
development of scientific literacy, take place is more important. their applications and implica-
it is the instructional environment Glickman (1991) states that tions, and the relationships
that must bring curricula to "Effective teaching is not a set of among science, technology,
reality. The instructional environ- genericpractices, but insteadis a society, and the environment.
ment will determine the congru- set of context-driven decisions However, STSE also refers to an
ity between the intended curricu- about teaching. Effective teachers approach to the teaching of
lum and the actual curriculum. do not usethe same set of practices science. This approach to science
for every lesson ... Instead, what education has been advocated by
There are two overriding philoso- many groups within both the
phies that should pervade all effective teachers do is constantly
reflect about their work, observe science and science education
instruction (teaching/learning) in communities.
whetherstudents are learning or
science. One of these philoso-
phies, resource-based learning, not, and, then adjust their practice STSE science places the scientific
accordingly. " (p. 6) endeavour in the context of a
is not specific to science instruc-
All instructional practices must contemporary societal or environ-
tion but is applicable to all
reflect the nature of science and mental situation, question, or
teaching and learning. The
how children learn science. problem. The desire to investi-
second, the science-
technology-society-environ- Underlying every model of gate the situation, answer the
ment connection, is a curriculum
teaching/learning that actively question, or solve the problem
involves learners in the process is creates in the students a mean-
approach and an instructional
the theory of constructivism-the ingful context in which to ad-
approach that addresses all the
view that knowledge is con- dressthe skills, concepts, and
goals of science education.
structed in the mind of the understandings of the course.
learner, rather than transferred The STSE approach aims to
intact from the mind of the supply this organization through
teacher to the mind of the providinq a relevant context. The
learner. STSE approach also allows the
curriculum to reflect more

Contextsfor Learning and Teaching 31

 category 3 science course, though An STSE context can be used in
accurately the current under-
standing of the nature of science, the sequence would be quite two general ways. The first is
different. Students are assessed on following the normal sequence of
the nature of technology, and
their understanding of the STSE instruction. In this case, the STSE
STSE· interrelationships.
content, but not as extensively as problem or situation causes the
The following categories of STSE they are on the pure science students to analyse, synthesize, or
involvement in the curriculum are content. evaluate a new situation or solve a
based on the work of Aikenhead problem. The students' under-
(1990): S. Science through STSE standing of the science content
Content and concepts is clarified and
1. Motivation by STSE Content
STSE content as an organizer for strengthened as they attempt to
Standard school science, plus a the science content and its apply their existing knowledge in
mention of STSE content in order sequence. The science content is the context of complex STSE
to make a lesson more interesting. multidisciplinary, as dictated by situations. This also allows stu-
Students are not assessed on the the STSE content. A listing of pure dents to be exposed to STSE issues
STSE content. science topics looks like a selection and make the types of connections
of important science topics from a between science, technology,
2. Casual Infusion of STSE
variety of standard science society, and the environment that
Content
courses. Students are assessed on were previously identified.
Standard school science, plus a their understanding of the STSE The second type of STSE context
short study (2 hours) of STSE content, but not as extensively as results in a re-organization of
content attached to the science they are on the pure science science curriculum to establish
topic. The STSE content does not content. connections.
follow cohesive themes. Students
are assessed almost completely on Research indicates that significant The net result of this process is a
pure science content and only increases in scientific literacy occur
science curriculum based on how
superficially on STSE content. when the STSE component of the students learn, rather than on the
course is at the third level or traditional view of science as a
3. Purposeful Infusion of STSE beyond. Unless there is a purpose-
field of study. This restructuring of
Content ful application of STSE principles, the scope and sequence begins
Standard school science, plus a and they are included in the
with a societal problem or situa-
series of short studies of STSE formal evaluation scheme, then tlon, To solve the problem or
content integrated into science much of the benefit of STSE is lost.
understand the situation, students
topics, in order to systematically The use of STSE in the organiza- address a series of questions
explore the STSE content. Stu- tion of curriculum and the crea- requiring knowledge of certain
dents are assessed to some degree tion of learning situations is not content, concepts, and skills in the
on their understanding of the new. Teachers have always pro- areasof science and technology.
STSE content. vided students with opportunities The societal issue chosen suggests
to view science from some mean- a matching piece of technology to
4. Singular Discipline through
ingful context. This meaningful examine and also determines
STSE Content
context encourages more students which concepts are to be investi-
STSE content as an organizer for to engage actively in making gated and understood. Ap-
the science content and its sense of the topic and allows the proached in this fashion, the core
sequence. The science content is students to make personal con- science material is constructed and
selected from one science disci- nections to the topic under study. understood within the meaningful
pline. A listing of pure science STSE attempts to provide this context of attempting to investi-
topics looks quite similar to a meaningful context. gate or solve a societal problem.

32 Foundation for theAtlantic Canada Science Curriculum

 CONSTRUCTIVISM intelligence as an individual's learner develops should be
ability to adapt to the environ- consistent with those concepts
In the last two decades many ment. He argued that two that scientists already hold for
writers have called for major processes were key to this that particular phenomenon
changes in the aims and peda- adaptation: assimilation and (Appleton 1993; Saunders 1992).
gogy of science education (Al- accommodation. Assimilation
berta Education 1990; Dawson The literature abounds with
was his name for the addition of
1992; AAAS. 1989). They argue studies that have examined the
new cognitive structures that
that traditional science education concepts that science students
were consistent with the existing
has dealt mainly with the memo- use to explain natural phenomena
ones. Accommodation was the
rization, and to some extent, the (Erikson 1979; Hashwell, 1988;
term used for reshaping of the
application of science content. Lawson 1988; Stavy 1991). In the
structures (conceptual frame-
Current curriculum researchers vast majority of cases the research
work) based on disparities
and developers are working with has shown that science students,
between the existing structures
teachers to focus on the acquisi- even very successful ones, hold
and new experiences. Piaget
tion of those science concepts concepts that are inconsistent
believed that acquisition of
and principles that are fundamen- with those held by the scientific
concepts and intellectual growth
tal to understanding the world. community. These concepts have
proceeded slowly, since much
been referred to as misconcep-
The constructivist perspective thought is needed for the learner
tions, alternative conceptions,
holds that meaningful learning or to understand complex phenom-
naive conceptions, and intuitive
understanding is constructed in ena in light of the existing
frameworks or alternative frame-
the mind of the learner as a result structures, reflect on the match,
works. Eylon and Linn (1988)
of interactions between sense and make adjustments to the
summarize the finding of such
impressions and the learner's structures that allow for an
studies as follows:
previous understanding (Appleton improved match with the sense
r: 1993; Posner, Strike, Hewson £< perceptions of reality. "Empirical studies of many different
Gerzog 1982; Saunders 1992). domains indicate that students
Science is often seen as an
Constructivists see the learner as a begin their study of science with
appropriate subject for the
naive scientist who attempts to strongly held conceptions about
application of constructivist
explain new events and phenom- some phenomena, confficting ideas
principles, since the hypothesiz-
ena by creating rules and hypoth- about some phenomena, and little
ing and testing of cognitive
eses. Thus the learner has a set of knowledge of other phenomeno.
structures that are fundamental
cognitive structures (ideas) that Studies of students' everyday ideas
to cognitive growth in the
help to explain the world around and naive conceptions include
constructivist scheme mirror the
him/her. However, as new experi- examinations of conceptions held
work of ·scientists. Therefore,
ences are encountered the learner both before and after instruction.
many writers have argued that
may find that his/her existing These investigations reveal that
one of the major aims of science
rules and hypotheses are insuffi- students'ideas are often inconsist-
education should be the develop-
cient to explain everything. Thus, entwffhtheprinc~kstaughtm
ment of concepts in the minds of
the learner may have to add new science class and that students
the students that would allow
ideas or make adjustments to often maintain their ideas when
them to make sense of the world.
existing ones to get the necessary incorporoting information from
However, science itself is a way of
explanations. instruction, thus fitting new
looking at and explaining the
information presented in science
This adding or adjusting of ideas world. Thus, the acquisition of
class into everyday views rather
concepts to help explain a
or cognitive structures was made than altering their frameworks. "
famous by Piaget. He defined phenomenon is too broad an
(p.253)
aim. The concepts that the

Contextsfor Learning and Teaching 33

One reason that helps explain Driver and Leach (1992) identify way that enables students to
how strongly students hold on to the features that characterize a make sense of the "ways of
their alternative concepts is that, teaching and learning environ- seeing" of the scientific
"To tneteomer. tnev make logical ment from a constructivist community.
sense within the world view he has perspective:
.• The curriculum is not that
constructed out of his experience, " which is to be learned, but a
• Learners are not viewed as
(Saunders 1992, p. 137). If
passive but are seen as program of learning tasks,
science teachers seek to impose materials, resources, and
purposive and ultimately
their explanations of the world on
responsible for their own discourse from which students
the students by direct presenta-
learning. They bring their . construct their knowledge.
tion and transmission teaching,
prior conceptions to learning
they can expect to meet with
situations. CREATING LINKAGES
little success.
• Learning is considered to AMONG SCIENCE
The constructivist approach to DISCIPLINES
involve an active process on
science education involves the
the part of the learner. It
teacher and students in the There are a number of unifying
involves the construction of
search for explanations to make ideas that represent a way of
meaning and often takes place
sense of new experiences and organizing and connecting •
through interpersonal negotia-
phenomena. The task of the scientific knowledge. These
tion.
teacher is to organize the curricu- organizing concepts are not the
lum and the classroom experience • Knowledge is not "out there" exclusive domain of science for
such that the student, in an but is personally and socially they apply as well in mathemat-
attempt to make sense of the constructed; its status is ics, technology, business, govern-
event under investigation, comes problematic. It may be ment and politics, education,
to invent, examine, and pass evaluated by the individual in law, and other domains. These
judgment on those scientific terms of the extent to which it unifying concepts are really ways
explanations that are normally "fits" with his or her experi- of thinking rather than theories,
"covered" in the course. ence, is coherent with other discoveries, or knowledge.
aspects of the individual's Although there is some variation
From entry to grade 6 this knowledge, and is consistent in the literature, there is a degree
passing judgment is based with the knowledge schemes of consistency; for the purpose of
essentially on the notion of within particular social groups. the Atlantic science curriculum
viability; that is, an idea is ac-
• Teachers also bring their prior the unifying concepts of change,
cepted if it explains the phenom-
conceptions to learning diversity, energy, equilibrium,
enon under investigation. At the
situations, in terms of not only matter, models, and systemswill
higher grades this judgment
their subject knowledge, but be used. For the most part, these
process will evolve so that it will
also their views of teaching concepts should not be taught as
allow the teacher and the stu-
and learning. These can separate topics. At every oppor-
dents to examine the important
influence their way of interact- tunity the various unifying
scientific principles involved in
ing with students in class- concepts should be brought up
theory choice. These discussions
rooms. in the context of the science
and examinations will also assist
being studied. Only after accu-
in developing an understanding • Teaching is not the transmis-
mulating a wealth of examples,
of the nature of science and the sion of knowledge but in-
illustrations, and experiences will
nature of scientific knowledge. volves the organization of the
students integrate their knowl-
situations in the classroom
edge related to these abstract
and the design of tasks in a
concepts into their thinking.

34 Foundation for tile Atlantic Canada Science Curriculum

 Change the underlying patterns in irregu- students are already familiar.
Changes in systems occur in lar changes. It appears that there Progressively through the grades,
several distinct ways-as steady are hierarchies of change pat- diversity will be dealt with in an
trends, in a cyclical fashion, terns. Identifying the type of increasingly complex manner.
irregularly, or in any combination change can lead to more accurate
For example, the earth was under
of these patterns. Recognizing the predictions and, therefore,
close scrutiny long before Darwin
type of change depends on perhaps some degree of control
provided a new framework for
observation and analysis of the of the change that may be of
explaining evolution and before
system. One's perception of value in the design of technologi-
the microscope led scientists to'
change comes from one's experi- cal systems, for example.
cells. Botanists, zoologists,
ence with time.
On a sufficiently small scale all geologists, surveyors, and explor-
A steady trend is a change that change appears to have a random ers were the first to find out what
occurs in the same direction and component. This phenomenon is was "out there." As information
can be described in simple termed chaos. Although details accumulated, interest in classifica-
mathematical terms. Examples of may be unpredictable, often, on a tion systems grew, and those
this type of change include an larger scale of observation, systems became more complex,
individual's growth and develop- changes can be highly predict- especially after microscopes,
ment, pond succession, or the able. For example, components, telescopes, and other tools
steady increase in world popula- individuals, or systems may go revealed a whole new world to
tion growth. A cyclical change is a through much the same develop- explore and catalogue. Eventually,
sequence of changes repeated mental sequences, but as in the scientists produced and tested the
over time, for example, the formation of snowflakes or theories and models used to
cyclical changes that occur in shorelines, the details are never explain people's observations.
climate. Cyclical change is the same twice. They came to understand the
~, characterized by a range in natural world first through
variation, a set length of time Diversity
observations, then classifications,
over which the cycle occurs, and Students must develop an under-
and then theories.
the timing of peaks within the standing and appreciation of the
cycle. This type of change is vast array of living and non-living Energy
forms of matter and the proce- Energy is a central concept of the
commonly found in systems with
dures used to understand, classify, sciences. It is a bond linking
feedback loops. Although they
and distinquish those forms on scientific disciplines as diverse as
may not understand the reasons
the basis of structure and func- agriculture, quantum physics, and
for it, young students will know
tion. This understanding can be oceanography. In the physical
that the changing of the seasons
developed only if students have sciences, energy is perhaps the
is a cyclical phenomenon. An
concrete experiences with phe- most important unifying concept
irregular trend is one that appears
nomena and objects before they because all physical phenomena
random at first inspection, but is
encounter explanations and and interactions involve energy.
actually a disguised trend or
abstract theories. In the natural sciences, the flow of
cycle. The ability to discern the
energy through individuals and
trend depends on the method of At the entry to grade 3 level, this
ecosystems controls, maintains,
observation. Statistical analysis is concept might be introduced
and drives such diverse processes
often used to establish a pattern through an examination of the
as photosynthesis, growth,
from measurable data. New variety in the kinds of materials
metabolism, and trophic level
branches of mathematics such as (cloth, wood, stone, plastic,
interactions. Biochemistry is the
chaos theory and fractal geom- metal, etc.) or the variety of
study of how energy is organized
etry are attempting to uncover common animals with which
by biochemical reactions that

Contextsfor Learning and Teaching 35

allow organisms to synthesize a type of concrete experience will other ways (e.g., form). For
variety of molecules essential for be supplemented by less obvious, example, in an explosion of a
life. In the earth sciences, energies even abstract, examples of the charge of dynamite (in a con-
of the wind; precipitation, physi- concept of equilibrium. Equilib- tained exploslonjthe total mass,
cal and chemical changes, as well rium is.the state in which oppos- momentum, and energy of all
as volcanic eruptions and conti- ing forces or processes balance in products remains constant.
nental drift, alter the face of the a static or dynamic way. A system Conservation is broken only when
earth and are responsible for in which all processes of change energy and/or matter pass
many geological processes. appear to have stopped displays through the boundary.
constancy or stability. There are
The study of energy and its Matter
two ways in which this can occur.
transformations, whether electri- Matter is anything that has mass
A system in which the rate of
cal, mechanical, chemical, and can exist ordinarily as a solid,
input into the system is balanced
thermal, or nuclear, is a unifying liquid, or gas. Animals and plants
by the rate of output, such that
intellectual thread that stretches are organic matter; minerals and
the system itself appears static, is
across all disciplines of science. water are inorganic matter. The
in dynamic equilibrium. For
Physicists study energetics, unifying idea of matter deals with
example, within a capped bottle
chemists study electron energy two main components-the
of club soda, molecules of water
levels within and between atoms structure of matter and the
and carbon dioxide escaping
and energy of activation, and cycling of matter in nature.
from the solution into the air
biologists study the energy
above increase in concentration The scientific understanding of
absorbed or released in breaking
until the rate of return to the atoms and molecules requires
or forming bonds. The unifying
liquid is as great as the rate of combining two closely related
concept, energy, helps organize
escape. The flow of water and ideas: all substances are com-
the facts of the various disciplines
carbon dioxide molecules in this posed of invisible particles, and all
into patterns of study. For exam-
example is a reversible process. substances are made up of a
ple, at the primary and elemen-
limited number of basic ingredi-
tary levels students will probably Some processes are not so readily
ents, or "elements." These two
first understand that they get reversible and therefore result in
merge into the idea that combin-
energy from the food they eat, static equilibrium. This is a
ing the particles of the basic
and will be able to trace the situation where all processes of
ingredients differently leads to
source of that energy back to the change have stopped until
millions of materials with different
sun. At the junior and senior high something of sufficient magni-
properties. In developing this
levels, students will be able to tude is done to the system to
theme, students need to become
analyse more complex energy disturb it and cause change. For
familiar with the physical and
transformations, and will under- example, a rock on the ledge of a
chemical properties of many
stand energy transformations at cliff has the potential to fall
different kinds of materials
the molecular level. farther down the cliff if an addi-
through first hand experience
tional force of sufficient magni-
Equilibrium before they can be expected to
tude disturbs it.
The child's first experience with consider theories that explain
this concept may appear at the Many aspects of a system are them.
playground where he/she, with a conserved. Once the boundaries
Living organisms are made of the
friend, attempts to find the right of a system have been defined,
same atomic components as all
balance on the teeter-totter, the total amount of matter and
other matter; thus all of the
thereby developing an intuitive energy within that system may
principles that apply to the
understanding of equilibrium in not change, regardless of how
. structure of matter in the physical
that situation. Over time, this much the system may change in

36 Foundation for theAtlantic Canada Science Curriculum

(inorganic) world also apply to There are two major types of begins to learn about, for exam-
the organic world. Organisms are models-physical and conceptual. ple, some of the human body
linked to one another and to their Physical models use a "hands-on" systems. Children, and many
physical setting by the transfer approach. Examples include adults, accept on faith that inside
and transformation of matter and plans, drawings, devices, and their own bodies there are
energy. This basic concept pilot programs in a school. systems that have specific func-
connects the understandings Conceptual models consist of tions and that the whole body
from the physical, earth, and mathematical representations of cannot function properly if one of
biological sciences. the essential components and these systems is not functioning
their interactions (equations). properly.
The cycling of matter can be
Such models may, however, be
found at many levels of biological A system is a collection of compo-
applicable only under a narrow
organization, from molecules to nents that interact with one
range of conditions. Conceptual
ecosystems. The study of food another so that the overall effect
models may also consist of
webs, for example, can start with is much greater than that of the
analogies in which a system
the transfer of matter. An aware- individual parts together. Exam-
under investigation is likened to a
ness of recycling, both in nature ples of systems are political
system that is more familiar to the
and in human societies, may play systems, transportation systems,
observer.
a helpful role in the development the respiratory system, computer
of thinking about the notion that Models, regardless of type, networks, and environmental
matter continues to exist even represent a simplification of an ecosystems. The boundary of a
though it changes from one form idea or process. Only the essential system is defined by the observer
to another and moves from one components and interactions are and is dependent on the scale
place to another, but that it never identified. This is their major from which the observation is
simply appears out of nowhere attribute, since in reality ideas and being made. For example, both
and never just disappears. Stu- processes are often much too the cell and the human body can
dents must understand that the complex to deal with in detail. be considered systems. The
recycling of matter involves the However, this aspect of a model boundary of some systems, such
breakdown and reassembly of can also be a negative feature: as a rocky shore ecosystem, can
invisible units, rather than the models may be misleading if often be difficult to establish.
creation and destruction of essential components are left out. However, an increased under-
matter. Models are designed to evolve standing of a system can lead to a
based on their success as a better definition of its boundaries.
Models
representation of reality. As
Models are vehicles for suggest- Even with systems that have
people's understanding of phe-
ing how things work. Models recognized boundaries, there is
nomena improves, models
serve as extremely useful tools for input and output of matter and/
become more refined.
dealing with abstract ideas or energy through defined
because they allow the ideas to Systems pathways and feedback loops
become more concrete in nature One of the essential components (both positive and negative) that
and therefore easier to under- of higher-order thinking is the provide a measure of stability for
stand. From the earliest years, ability to think about a whole in the system. For example, the
children understand that their terms of its parts and, alterna- outputs of angiosperms in an
toys are only representations of tively, about parts in terms of how ecosystem (fruit and oxygen) are
real-life objects, and their role- they relate to one another and to inputs for some animals, while the
playing is another form of repre- the whole. This type of thinking outputs of animals (droppings
senting reality by pretending to begins fairly early in a child's and carbon dioxide) may serve as
be someone or something else. school experience as he/she the inputs for plants. Change

Contextsfor Learning and Teaching 37

occurs in a system over time as RESOURCE-BASED • ,teachers employ many differ-
rates of transfer into and out of LEARNING ent techniques to faciiitate
the system change. learning
, _As students and schools enter the
Systems interact with other twenty-first century, they find • teachers work together to
systems. Systems also contain implement resource-based
themselves in an era of rapidly
interactive subsystems. Whether a learning across grade levels
increasing knowledge and chang-
system is regarded as a system or ing technology. It is no longer and subject areas
a subsystem is dependent upon adequate or realistic for students Resource-based learning has
the scale of observation. Engi- to acquire a select body of ,many advantages. Placing stu-
neering concepts of inflow, knowledge and expect it to meet dents at the centre of the instruc-
outflow, system dynamics, and their needs as citizens of the next tional process means that they
system change or evolution are century. The need for lifelong will
often employed by scientists to learning is shifting the emphasis
clarify the components, dynam- • acquire skills and attitudes
from a dependence on the what
ics, and interactions of systems. necessary for independent,
of learning to the how of learn-
For example, air and fuel go into lifelong learning (they learn
ing-today's students must learn
an engine and mechanical how to learn-one of the
how to learn. This is particularly
energy, exhaust, and heat come fundamental aims of educa-
true of the science curriculum,
out, and material characteristics tion)
which addresses a body of
such as friction rates and techno- knowledge that is expanding at a • interact in group work, sharing
logical calibrations determine the phenomenal rate. and participating in a variety
efficiency and life of the engine. of situations
Similar analyses can be done with This approach to learning is
embodied in the philosophy of • think critically and creatively,
circulatory systems, development
resource-based learning, which is experimenting and taking risks
of new material alloys, or compu-
identified by the following as they become independent
ter networks.
features: and collaborative problem
solvers and decision makers '
• students actively participate in
their learning • make choices and accept
responsibility for these choices,
• learning experiences are thereby making learning more
planned based on curriculum relevant and personal
outcomes

• learning strategies and skills

are identified and taught
within the context of relevant
and meaningful units of study

• a wide variety of resources is

used
• locations for learning vary
• teachers.act as facilitators of
learning, continuously gUid-
ing, monitoring, and assessing
student progress

38 Foundation for theAtlantic Canada Science Curriculum

 -~''''~'he learning environment A variety of instructionai skills and science, to develop the cognitive,
that encourages students processes exist. Some are broader scientific, and technical skills
to construct or recon- than others and more complex in associated with doing science, or
struct their knowledge must nature. Some factors that may to construct the important ideas of
exhibit certain features including influence teacher selection and science.
the following: application of instructional skills
include student characteristics,
• ensuring the learning environ- HOMEWORK
curriculum requirements, and
ment is a supportive one
instructional methods. Instruc- Homework is an essential compo-
where learners feel able to
tional skills include such activities nent of the science program as it
contribute their ideas
as explaining, demonstrating, and extends the opportunity for
• using group work as a basis for questioning. students to think scientifically and
the social organization of the to reflect on ideas explored during
classroom so as to give stu- class time. Meaningful and positive
dents opportunities to think
INVESTIGATIVE
ACTIVITIES homework experiences can
through and exchange ideas
with peers • contribute to personal growth,
While investigative activities are
self-discipline, and learning
• ensuring that the teacher's role not unique to science, they are
responsibility
is a diagnostic one with an more commonly associated with
emphasis on listening to science programs than with any • reinforce the ideas and pro-
students to understand their other area of the curriculum. cesses students have learned or
,-
thinking and then intervening, Investigative activities include a developed at school
when appropriate, with variety of activities ranging from
• develop students' confidence in
suggested ideas or experiences the traditional experiment done their ability to work without
to extend students' thinking in a science laboratory to a quick
others' help
field trip to the school yard. All
such activities are characterized • provide opportunities for
INSTRUCTIONAL SKILLS students to reflect on what they
by active student involvement in
attempting to find answers to are learning and how well they
Instructional skills are the most
questions about the natural or are learning it
specific category of teaching
behaviours. These are used constructed world. Manyactivi- Homework provides an effective
constantly as part of the total ties involve the use of scientific way to communicate with parents/
process of instruction. They are and technological tools and guardians/caregivers and provides
necessary for procedural purposes equipment; others simply involve them with an opportunity to be
and for structuring appropriate observation using the senses. The involved actively in their child's
learning experiences for students. investigation is a special instruc- learning. By ensuring that assign-
No matter how experienced or tional format that provides ments model classroom practices
how effective a teacher may be, students with the opportunity to and sometimes require parental
the development and refinement do science, not just learn science. input, teachers can help a parent/
of instructional skills and pro- Without activities of this sort it is guardian/caregiver to gain a clearer
cesses is a continual challenge. extremely difficult, if not impossi- understanding of the science
ble, for students to develop an curriculum and the progress of his
understanding of the nature of or her child in relation to it.

Contextsfor Learning and Teaching 39

,
#
--/f;"
Jf.
1 I
dvociiting
science for all
the needs of a wide range of
abilities. In attempting to help
'GENDER EQUITY
,--",,' ,,," students means those students who have difficul- On the surface,' it may appear
that the science curriculum must ties teachers can sometimes that there is no problem with the
be designed and implemented to forget about the gifted learners participation of females in sci-
provide equal opportunities for who, because of their exceptional ence. Up to the senior high level
each student according to his or abilities, are capable of high all students participate in science.
her abilities, needs, and interests, achievement. These students Furthermore, an analysis ofthe
Science provides a wealth of require science programs that enrolment patterns in high school
opportunities and experiences for' have been adapted to challenge shows that the numbers of males
all learners to understand them- them and enable them to fulfill and females in science courses are
selves and 'the world around their personal potentials. approximately equal. In addition,
them. The needs of students on the average, there is no
Because some exceptional stu-
often differ and these differences significant difference in the
dents may lack co-ordination,
must be taken into account. This achievement levels of males and
have difficulty in following
implies that special provision may females. However, a problem
sequential procedures, or have
be required to address individual manifests itself when an analysis is
reduced sensory abilities, teachers
needs. made of post-secondary pro-
often express concerns about
grams. The number of females
safety. With some restructuring of
graduating from science pro-
SCIENCE PROGRAMS the physical space, such as
FOR EXCEPTIONAL building a bench of suitable grams and continuing in science
STUDENTS height for students in wheel- and science-related careers is
chairs, using mechanical aids such significantly lower than the
Exceptional students have special as large plastic grips for manipu- number of males.
needs. Science teachers can make lating test tubes, or encouraging While women have increased
important contributions towards peer partnerships, it is possible for numerically in many fields of
fulfilling these special needs students and teachers to have science in recent decades, they
whether the student is a delayed rewarding learning and teaching still face two stereotypes: as
or gifted learner, or whether the experiences. Every effort should scientists they are unusual
student is mentally, socially,
be made to ensure that the women, and as women they are
physically, or emotionally chal- fundamental right of every unusual scientists. Since gender
lenged. In a positive atmosphere student to be given full opportu- role stereotyping begins at an
and with ample time and consid- nity for a broad education is met early age, it is important to pique
eration, exceptional students can in all science classrooms and girls' interest in science at the
attain much success in their laboratories. start of schooling. Parents and
science classes. Exceptional
Because this document can teachers need to be convinced
students, like all other students,
address only basic principles of that girls need science just as
develop positive self-images and
the rights of students with special much as boys do and that they
self-esteem when they meet with
needs, educators should refer to should provide role models for
success regularly. If science is
provincial, district and/or school young girls interested in careers in
taught as an inquiry, as a set of
policies that should provide more science. What should be top
strategies for exploring ideas and
detailed guidelines. priority is the transformation of
answering questions, then, by its
schooling and the image of
very nature, science can address

40 Foundation for theAtlantic Canada Science Curriculum

science so that the language, Science is most often portrayed as Different cultures bring a diversity
curriculum, packaging of the the achievements of American of equally valid perspectives to
courses, and classroom teaching and European males. The history their observations and interpreta-
methods and interactions reflect of science needs to be part of a tions. The study of environmental
the values and interests of women balanced science curriculum so science, for example, is often
and empower girls and young students can see that all cultures pursued as a cause and effect
women to develop fully their have made great contributions to study of sub-systems; however,
self-esteem. Emphasis needs to be science. The Native peoples of many cultures employ a holistic
shifted from a curriculum which Atlantic Canada, for example, view that focusses on system
does not reflect the values and developed an advanced under- integrity. Environmental science
interests of women to the imple- standing of naturally occurring can only benefit from a multiplic-
mentation of a curriculum relevant compounds found in plants and ity of perspectives, especially
to the entire population. animals before Europeans colo- given our global responsibility
nized the region. This type of that requires ecological interde-
knowledge has assisted the pendence among nations.
SCIENCE PROGRAMS FOR development of medicine, and
A MULTICULTURAL many of these compounds are
Some fundamentalist Christian
SOCIETY and Islamic groups as well as
used in modern pharmaceuticals.
other groups may object to the
Teachers of science should assist The foundations of science were teaching of evolutionary theory
ethnically diverse communities to built on the contributions of and scientific explanations of the
maintain their cultural and ethnic many cultures-Islam provided origin of life. Teachers should
heritage, while sharing with other geometry and chemistry con- acknowledge that there are many
communities the commonly cepts; Egypt provided materials views of the origin of life. The
accepted values of equal opportu- technology such as copper and scientific view should never be
nity for all in the political, social, glass; India developed surgical presented as the only explana-
and economic spheres of society. techniques and instruments; the tion, but rather as the best
Aztecs and Mayans contributed explanation of scientists on the
The goals of science programs in a
astronomical knowledge; tropical available evidence.
multicultural society follow:
Africans developed advanced
Subtle forms of racial stereotypes
• meeting the needs of racially metallurgy; the Chinese invented
are often developed during the
visible and ethnically diverse the magnetic compass and
teaching of evolution by the
learners gunpowder. Science classes that
depiction of early humans as
• developing in students positive incorporate societal and techno-
technologically primitive, with
attitudes toward cultural and logical components into their
dark pigmentation, while modern
linguistic diversity studies will help students to
humans are portrayed as techno-
appreciate the contributions by
• combatting racial prejudice and logically advanced, with light
other cultures to science. Science
discrimination pigmentation. All humans have
will then rightfully be viewed as a
achieved the same level of
• dispelling stereotyped views of global accomplishment.
evolutionary "advancement,"
other ethnic groups
although each racial group has
• encouraging positive inter- some characteristics that reflect
cultural relationships adaptation to environmental
• facilitating an awareness of the conditions.
inventions, discoveries, and
contributions of scientists from a
variety of ethnic and cultural
backgrounds

Contextsfor Learning and Teaching 41

Adapting science programs for a
multicultural society means that
teachers must facilitate students'
understanding of the -
• limitations of scientific expla-
nations and theories
• contributions all cultures have
made toward the building of
science
• key concepts that are essential
to understanding oneself
• the cultural heritage science
has contributed to people's
understanding of the natural
world
Science classes that encourage
active learning and are respectful
of students' ideas will facilitate
equality of opportunity and will
build students' confidence and
motivation.

42 Foundation for theAtlantic Canada Science Curriculum

\
'J
;J

'
/
tn"
, ~--i ""_
~
--;. ••••••••••••
.• valued-what is worth learning,
how it should be learned, what
Teacher-developed assessments
and evaluations have a wide
: Assessment : elements of quality are considered variety of uses, such as

••• is the systematic process of

gathering information on
••• most important, and how well
students are expected to perform.
• provtdlnq feedback to improve
student learning
: student learning. :
•••••••••••••••••••• ASSESSMENT
• determining if curriculum
outcomes have been achieved
~
~ ......•....
To determine how well students
are learning, assessment strategies • certifying that students have
have to be designed to systemati- achieved certain levels of
cally gather information on the performance
Evaluation
is the process ofanalysing, achievement of the curriculum • setting goals for future student
reflecting upon, and outcomes. In planning assess- learning
summarizing assessment ments, teachers should use a
• communicating with parents
information, and making broad range of strategies in an
about their children's learning
judgments or decisions based appropriate balance to give
upon the information gathered. students multiple opportunities to • providing information to
demonstrate their knowledge, teachers on the effectiveness of
•••••••••••••••• skills, and attitudes. Many types their teaching, the program,
of assessment strategies can be and the learning environment
ssessment and
used to gather such information,
evaluation are • meeting the needs of guidance.
including, but not limited to, the and administration personnel
essential compo-
following:
nents of teaching and learning in
science. Without effective assess- • formal and informal observa- EVALUATION
ment and evaluation it is impossi- tions Evaluation involves teachers and
ble to know whether students others in analysing and reflecting
• work samples
have learned, whether teaching upon information about student
has been effective, or how best to • anecdotal records
learning gathered in a variety of
address student learning needs. • conferences ways. This process requires
The quality of the assessment and
evaluation in the educational • teacher-made and other tests • developing clear criteria and
process has a profound and well- • portfolios guidelines for assigning marks
established link to student per- or grades to student work
• learning journals
formance. Research consistently • synthesizing information from
shows that regular monitoring • questioning multiple sources
and feedback are essential to • performance assessment
• weighing and balancing all
improving student learning. What
• peer assessment and self available information
is assessed and evaluated, how it
assessment
is assessed and evaluated, and • using a high level of profes-
how results are communicated sional judgment in making
send clear messages to students decisions based upon that
and others about what is really information

Contextsfor Learning and Teaching 43

REPORTING GUIDING PRINCIPLES These principles highlight the
need for assessment Which
Reporting on student learning In order to provide accurate, ensures that
.should focus on the extent to useful information about the
which students have achieved the achievement and instructional • the best interests of the
curriculum outcomes. Reporting needs of students, certain quidinq student are paramount
involves communicating the principles for the development, • assessment informs teaching
summary and interpretation of administration, and use of assess- and promotes learning
information about student ments must be followed. Principles
• assessment is an integral and
learning to various audiences who for FairStudent Assessment Prac-
ongoing part of the learning
require it. Teachers have a special tices for Education in Canada
process and is clearly related
responsibility to explain accu- articulates five basic assessment
to the curriculum outcomes
rately what progress students principles:
have made in their learning and • assessment is fair and equita-
• Assessment strategies should
to respond to parent and student ble to all students and involves
be appropriate for and com-
inquiries about learning. multiple sources of informa-
patible with the purpose and
tion
Narrative reports on progress and context of the assessment.
achievement can provide infor- While assessments may be used
• Students should be provided
mation on student learning that for different purposes and audi-
with sufficient opportunity to
letter or number grades alone ences, all assessments must give
demonstrate the knowledge,
cannot. Such reports might, for each student optimal opportunity
skills, attitudes, or behaviours
example, suggest ways in which to demonstrate what he/she
being assessed.
students can improve their knows and can do.
learning and identify ways in • Proceduresfor judging or
which teachers and parents/ scoring student performance
should be appropriate for the
ASSESSING STUDENT
guardians/caregivers can best LEARNING IN SCIENCE
provide support. assessment strategy used and
be consistently applied and Assessment and evaluation are
Effective communication with monitored. essential components of learning
parents/guardians/caregivers
• Procedures for summarizing and teaching in science. The
regarding their children's progress
.and interpreting assessment Atlantic Canada science curricu-
is essential in fostering successful
results should yield accurate lum emphasizes having a class-
home-school partnerships. The
and informative representa- room environment in which
report card is one means of
tions of a student's perform- students will be encouraged to
reporting individual student
ance in relation to the curricu- learn scientific processes and
progress. Other means include
lum outcomes for the report- knowledge within meaningful
the use of conferences, notes, and
ing period. contexts. It is important that
phone calls.
assessment strategies reflect this
• Assessment reports should be
emphasis and are consistent in
clear, accurate, and of practi-
approach. An assessment pro-
cal value to the audience for
gram which provides regular
whom they are intended.
feedback, and is part of the
learning process, is important to
both student and teacher. Feed-
back tells students if they demon-
strate understanding of scientific
concepts and if their actions

44 Foundation for theAtlantic Canada Science Curriculum

display expected performance laboratory activities. These should Program and System
levelsfor inquiry, decision- be part of an assessment program Evaluation
making, and probiem-solving. which incorporates tasks similar to The results from both external
Regular feedback inspires confi- those used on a regular basis. and internal assessments of
dence in learning science and in student achievement can be used,
External Assessment to varying degrees, for program
becoming scientifically literate.
Administration of externally
Effective assessment of student and system evaluation. External
prepared assessments is on a
learning in science provides assessment results, however, are
large scale in comparison to
educators with important infor- more comparable across various
classroom assessments, and often
mation about the learning needs groups and are therefore more
involves hundreds, sometimes
of individual students and the commonly the basis for these
thousands of students, allowing
general achievement of the types of evaluation.
for use of results at the provincial,
curriculum outcomes. It also
district and/or school levels. In essence, the main difference
permits teachers to monitor the
Depending on the comprehen- between student evaluation and
effectiveness of learning opportu-
siveness of the assessment, program and system evaluation is
nities, strategies employed and
information can be used for all of in how the results are used. In
available resources.
the same purposes as c1assroom- program evaluation marks or
The assessment of student based assessment, but it can also scoresfor individual students are
learning must be aligned with serve additional administrative not the primary focus of the
curriculum outcomes and the and accountability purposes such assessment-it is the effectiveness
types of .learning opportunities as for admissions, placement, of the program that is evaluated
made available to students. The student certification, educational and the results are used to show
Atlantic Canadian science curricu- diagnosis, and program evalua- the extent to which the many
lum provides suggestions for tion. External assessments offer outcomes of the program are
developing student learning common standards for assess- achieved.
across the four general curriculum ment and for administration,
When results are used for system
outcome areas: science, technol- scoring and reporting that allow
evaluation, the focus is on how
ogy, society and environment for comparison of results over
the various levels and groups
(STSE); skills; knowledge; and time.
within the system, such as class-
attitudes. These outcomes de-
As part of the regional agenda, rooms, schools, districts, and so
scribe a balance of inquiry,
development of external assess- on, are achieving the intended
problem-solving, and decision-
ments in the core curriculum outcomes. In many ways student
making, within a suggested
areas is being undertaken. Gener- and program evaluation are very
social/environmental context, for
ally, external assessment includes much the same in that both
a given set of scientific knowl-
assessments prepared by depart- emphasize obtaining student
edge. Over time, assessment
ments of education, national and information concerning students'
should allow students to monitor
international assessment groups, conceptual understanding, their
their progress in various scientific
publishers, and research groups. abilities to use knowledge and
skills: initiating and planning;
Each provincial department of reason to solve problems, and
performing and recording;
education makes decisions on their abilities to communicate
analysing and interpreting;
whether or not to administer effectively.
communication and teamwork.
external assessments.
The curriculum calls for students
to be actively involved in their
learning, using the tools of
science and of information
processing during c1assroom/

Contextsfor Learning and Teaching 45

 ,I

ne of the characteristics rnent and supplies is an ideal way NON-PRINT RESOURCES

of the science curriculum to involve parents/guardians/
that will help all students caregivers in their child's learning. There is an increasing variety of
become scientifically literate is resources in other formats such as
Whatever the needs and whatever
that it should utilize a wide variety video, computer software, CD-
the source of the equipment and
of print and non-print resources ROM, and videodisk. Computer
supplies, teachers will need to be
that have been developed in an software and CD-ROM disks offer
diligent in ensuring that appropri-
interesting and interactive style. simulations and models of real-life
ate materials are available so that
Traditional print materials, labora- situations that permit the investi-
students can engage in meaning-
tory equipment, and other gation of phenomena that are not
ful and relevant science activities.
materials, audio/visual resources, available because of cost, safety,
An associated concern, especially
computer software, CD-ROMs, or accessibility. CD-ROM technol-
at the entry-grade 6 levels, is the
and videodisks should be an ogy, with its tremendous storage
storage of equipment and sup-
integral part of a student's capacity allows the advantage of
plies. It may not be feasible for
learning experience. significant depth and/or breadth
every classroom to have all the
of information on a single disk, a
necessary material and some
definite convenience for the
SCIENCE EQUIPMENT central storage may be necessary.
teacher attempting to accumulate
AND SUPPLIES
materials on a variety of science
The use of hands-on activities is PRINT RESOURCES topics.
an essential learning strategy in all
Even with the advent of new
science programs. Hands-on THE USE OF
media, print materials remain a
activities can range from simple TECHNOLOGY
dominant type of resource for
demonstrations to complex
science teaching and learning.
scientific investigations or experi- Just as computers and other
There are a number of categories
ments. At any level of activity, in technology playa central role in
of print materials available to
any learning environment, there developing and applying scientific
science teachers and students-
exists a needfer specific items of knowledge, they can also facili-
teacher reference materials
equipment or supplies. Such tate the learning of science. It
dealing with science teaching,
equipment should be appropriate follows, therefore, that technol-
student textbooks and accompa-
to the grade level. For example, ogy should have a major role in
nying teacher resources, science
an expensive electronic analytical the teaching and learning of
activity books containing ideas for
balance would be inappropriate science.
for an early childhood science experiments and/or demonstra-
tions, science trade books and Computers and related technol-
activity-a simple plastic platform
reference books (e.g., science ogy (projection panels, CD-ROM
balance would be adequate and
encyclopedias), and supplemen- players, videodisk players, analog-
more appropriate.
tary science books that augment digital interfaces, graphing
Some equipment and supplies or complement science text- calculators) have become valuable
must be obtained from commer- books. classroom tools for the acquisi-
cial suppliers. Many other items tion, analysis, presentation, and
can be homemade or improvised communication of data in ways
using everyday items. The provi- that allow students to become
sion of the latter type of equip- more active participants in

46 Foundation for theAtlantic Canada Science Curriculum

research and learning. In the • Simulation software should In order to effectively implement
classroom, such technology offers provide opportunities to computers and other technology
the teacher more flexibility in explore concepts and models in science education, teachers
presentation, better management that are not readily accessible should
of instructional techniques, and in the laboratory, e.g., those
• know how to use effectively
easier record keeping. Computers that require
and efficiently the hardware,
and related technology offer expensive or unavailable software, and techniques
students a very important re-
materials or equipment described above
source for learning the concepts
and processes of science through hazardous materials or • know how to incorporate
simulations, graphics, sound, data procedures microcomputers and other
manipulation, and model build- levels of skills not yet technology into instructional
ing. These capabilities can im- achieved by the students strategies
prove scientific learning and • become familiar with the use
more time than is possible
facilitate communication of ideas of computer applications as
or appropriate in real-time
and concepts. Lest the following management tools for grad-
classroom, e.g., population
emphasis on computers be ing, reports, inventories,
growth simulations.
misunderstood, it is asserted at budgets, etc.
the outset that computers and • Analog-digital interface
related technology should en- technology should be used to • exemplify the ethical use of
hance, but not replace, essential permit students to collect and computers and software
hands-on science activities. analyse data as scientists do • seek to provide equitable
and perform observations over access for all students
The following guidelines are
long periods of time, enabling
proposed for the implementation experiments that otherwise
of computers and related technol-
would be impractical.
ogy in the teaching and learning
of science: • Databases and spreadsheets
should be used to facilitate the
• Tutorial software should analysis of data by organizing
engage students in meaningful and visually displaying infor-
interactive dialogue and mation.
creatively employ graphs,
• Networking among students
sound, and simulations to
and teachers should be
promote acquisition of facts
encouraged to permit students
and skills, promote concept
to emulate the way scientists
learning, and enhance under-
work and, for teachers, to
standing.
reduce teacher isolation.
• Using tools such as the World
Wide Web should be encour-
aged as it provides instant
access to an incredible wealth
of information on any imagi-
nable topic.

Contextsfor Learning and Teaching 47

48 Foundation for theAtlantic Canada Science Curriculum
 ------------

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50 Foundation for theAtlantic Canada Science Curriculum