| Philosophy, Aim, and Goals | Related Documents | Scientific Literacy | Curriculum Guide | Chemistry 20 | Chemistry 30 | STSE Approach | Resource Materials |
Science Program Philosophy, Aim, and Goals
The philosophy and spirit of science education renewal in Saskatchewan is reflected not only in the program aim and goals, but in the documents developed to support the new curricula, and in the inservice packages designed and utilized for implementation. In addition, the philosophy for science education is closely related to the concept of Core Curriculum based on the Directions philosophy for Saskatchewan.
Science is both a body of knowledge and a process of inquiry. Furthermore, science extends beyond understanding of abstract laws and principles of nature into the realm of technology and applied sciences. Many important technological developments can be appreciated through a solid foundation in science. Applications in agriculture, engineering, medicine, and many other fields can be comprehended by someone who has a good basic understanding of science.
In an information-based society, with widespread public concerns relating to issues as complex as the protection of the environment, manipulation of genetic material, the proliferation of technologically advanced weapons systems, and various other serious and often controversial issues, a scientifically literate society is needed more urgently than ever before. While solutions to these kinds of issues are indeed difficult to find, science provides a way in which these types of problems can be understood and approached. It offers one world view which, when taken in conjunction with other world views, empowers society to make informed, rational decisions based on diverse ways of thinking about problems.
Through the exemplary leadership of a few dedicated scientists, issues of grave concern to society have been brought to the forefront of public attention. Internalized, clearly defined values need to form the foundation for decisions relating to science. Fundamental moral principles, such as respect for the dignity of all persons, respect for the value of all forms of life, the protection of the environment, the need to promote peace and understanding among all people throughout the world, and other principles of natural justice, need to be emphasized. In a world where advances in science and technology have led to the development of nuclear weapons, with their potential for the annihilation of human life, the need for clarity and reason in scientific decision making is quite apparent.
After all is said and done, making rational decisions in a seemingly irrational world is the moral responsibility of an informed, well-educated society. While science can make no claims to have all of the solutions to complex human problems, it does provide us with the necessary knowledge, skills, and attitudes to begin to approach these problems in a unique way.
Aim and Goals
The aim of the K-12 Science program is to develop scientific literacy in students. What, however, is scientific literacy?
For Saskatchewan schools, scientific literacy has been defined by seven Dimensions of Scientific Literacy that are the foundation for the renewed curriculum (Hart, 1987). Actively participating in K-12 Science will enable a student to:
Each of these Dimensions has been defined further by a series of factors which delineate the science curriculum. The factors of scientific literacy are defined and examples are given starting on page . Further information about the factors can be found in Science Program Overview and Connections K-12.
The study of science should help students to understand the world in which they live. The objective is not to have students be able to repeat the words that teachers or scientists or others use to describe the world, although they may do that. It is to have students create their own conceptual maps of what surrounds them every day, and to realize that those concepts and the maps which describe the links between concepts are tentative, subject to questioning, and revised through investigation.
As consumers of goods and information, and as responsible citizens, scientifically literate individuals are able to exercise their freedom by basing economic and political decisions on their insights into science.
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Related Documents
Saskatchewan Education has produced the following documents to support this Secondary Level science curriculum.
Science: A Curriculum Guide for the Secondary Level - Chemistry 20/30 contains the specific information needed to plan and deliver the Chemistry 20 and Chemistry 30 courses.
Science Program Overview and Connections K-12 contains important sections on the philosophy and rationale behind the teaching of science, and on planning for instruction in science for all teachers from kindergarten to grade 12. Sections of this document will also be useful for administrators, teacher-librarians, and others.
Science: An Information Bulletin for the Secondary Level - Chemistry 20/30 Key Resources lists the key resources which have been recommended to help achieve the factors and objectives outlined in the Chemistry 20/30 Curriculum Guide. It is organized so that the resources, with page or chapter references, are listed for each topic in the Curriculum Guide.
Secondary Sciences: Biology 20/30, Chemistry 20/30, Physics 20/30 - An Information Bulletin for Administrators has information regarding the organization of the secondary science courses, addresses implications for their implementation, and encourages support for the science program.
Science: A Bibliography for the Secondary Level - Biology, Chemistry, Physics contains an annotated listing of resources which can be used to enrich the chemistry program and to assist in implementing resource-based learning in the classroom. Each annotation contains a recommendation about the topic(s) for which the resource is most appropriate.
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The Factors of Scientific Literacy
Before using this Curriculum Guide, teachers should be familiar with the Science Program Overview and Connections K-12, a document that provides background information about the factors of scientific literacy. A list of the factors, their definitions, and examples of instances in science where these factors are important, or can be developed, is also found beginning on page of this Curriculum Guide. Nearly all of the factors which have been identified as components of the Dimensions of Scientific Literacy can be developed in Chemistry 20 and Chemistry 30.
Different students will exhibit varying degrees of sophistication in dealing with some factors of scientific literacy. Some may be at a rudimentary level in understanding; others will be advanced. The teacher will need to adapt the course to meet these student variations.
In order to emphasize as many of these factors as possible during the course, and to concentrate on those less well developed, teachers must have a thorough understanding of each factor and exhibit good lesson planning and lesson reflection skills. Lesson reflection means that, at the end of the lesson, the teacher thinks about what happened. Based on assessment of student interests, understandings, strengths, and needs, the teacher identifies what was covered and what needs more work. The teacher must verify the connections among the goals, factors, and objectives.
The K-12 science curriculum in Saskatchewan schools is intended to develop the understandings, abilities, and values specified by the factors of scientific literacy. The scope and depth of Chemistry 20 and Chemistry 30 is guided by these factors.
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Using This Curriculum Guide
Each of the units in this guide has a similar structure, beginning with the Unit Overview. The Overview gives a brief synopsis of the unit, with some comments about the philosophy behind teaching that unit and its topics.
The section Factors of Scientific Literacy Which Should Be Emphasized follows. The introduction and development of the factors of scientific literacy form the basis for the science program from kindergarten through grade 12. The factors can be thought of as the prime foundational objectives for each science course. All other elements of the curriculum support the development of these factors of scientific literacy.
The section lists the factors which should be emphasized in that core unit. Teachers are free to emphasize what they feel are the most appropriate factors in a unit, whether or not they appear on this list. This section indicates that the factors are important and should be considered in the planning of each unit. It is a help for organization in that if those factors are emphasized in that unit, all appropriate factors will be covered during the course. It is not meant to restrict the coverage to those factors listed.
The Foundational Objectives for Chemistry and the Common Essential Learnings are statements of what students should be able to achieve during Chemistry 20 and Chemistry 30. The stating of objectives for the Common Essential Learnings is a reminder that one of the primary foci of the curriculum is the incorporation of the Common Essential Learnings into science instruction. They are described as foundational because they are general, guiding objectives. Since foundational objectives in the Common Essential Learnings are meant to be achieved over a student's entire school experience, students may come to chemistry classes with some understanding of these concepts, gained in previous science classes and in other areas of study. Encourage the development of their understanding of the objectives which are listed, and others which are perceived as appropriate for that unit, during the study of chemistry.
The foundational objectives for science describe the broad intent of the unit. They are intended to give the unit its focus and structure. Learning Objectives which will promote accomplishment of each foundational objective can be selected from those listed or can be developed by the teacher and students. The learning objectives define more specifically what will be dealt with during the unit of study. By giving careful consideration to the learning objectives, the Adaptive Dimension enters the classroom, and the foundational objectives for both chemistry and the Common Essential Learnings can be accomplished.
The Suggested activities and ideas for research projects section is, as the name indicates, meant to provide a broad choice from which ideas for activities may be taken. It is not intended that all activities from this section be done, or that this is the only source of ideas for activities and projects. The ideas included in this section are meant to supplement those found in laboratory manuals, texts, journals and other references. As with any activities, please ensure that the facilities and equipment available are appropriate for safe conduct of the activity. It is always good practice to try an activity before having students do it, if it involves laboratory procedures.
The Sample ideas for evaluation and for encouraging thinking section provides questions that may be used for assignments, class discussions or exams. The questions are designed to require abilities beyond the ability to recall information.
The outlines of the Chemistry 20 and Chemistry 30 courses are based on 100 hours being allotted to each course. Chemistry 20 is a prerequisite course for Chemistry 30.
The sequencing of the units is at the discretion of the teacher. Creative rearrangement of the topics is encouraged. Some teachers have had good experiences when starting with the unit on Chemical Reactions in Chemistry 20 and introducing the concepts of atoms, elements, molecules, compounds, symbols, formulas and stoichiometry as the reactions they observe in laboratory activities are discussed. Many of these topics may be integrated or developed simultaneously. Examples of integration are given after the Chemistry 20 outline.
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Chemistry 20 Outline
The first seven units are compulsory. Time allotments for those units are suggested but may be altered according to the interests and needs of the students, the facilities and resources available, and the abilities and priorities of the teacher.
More time for the optional units may be gained by integrating those concepts and topics into the core units. For example, organic chemistry may be discussed in the context of molecules, compounds and chemical reactions. The behaviour of gases may form the basis for a significant part of the "Mole Concept and Stoichiometry " unit. The "Consumer Chemistry" unit may be used as an introduction to chemistry or as the focus of independent research. The Teacher Developed Unit may be an integrated unit involving objectives from the Molecules and Compounds unit, the Chemical Reactions unit and the Organic Chemistry unit.
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Chemistry 30 Outline
The Case Studies unit and the Teacher Developed Unit are the only optional units. Each of the compulsory units offers extensive latitude for enrichment and extension.
Any one resource will not be sufficient to support the chemistry curriculum. Instead, teacher- selected activities and content from a variety of resources should be integrated to produce a comprehensive, activity-based program.
Chemical Terminology
The use of terminology to describe various aspects of chemistry evolves. Thus some terms in use in 1965 are now obsolete or recommended for change. Below are listed terms which are may cause confusion due to changing usage. Students should probably have some familiarity with all these terms.
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A Science-Technology-Society-Environment (STSE) Approach to Science Education
The Science-Technology-Society-Environment (STSE) approach to science education differs from the way science has traditionally been presented. The ideal is to introduce a topic for study through the description of an application. In order to understand the science behind the application, knowledge and skills must be developed, along with activities which give purpose to the newly acquired knowledge and skills. Alternatively, the activities may immediately follow the discussion of the application, and serve to develop the knowledge and skills needed to understand the application. The arrows on Figure 1 are meant to show the variety of paths from the description of an application to the final discussion.
Figure 1
An STSE Approach to Science Education
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Guidelines To Using Resource Materials
A resource-based learning approach requires long-term planning and coordination within a school or school division. In-school administrators, teacher-librarians, and others need to take an active role to assist with this planning.
Science: An Information Bulletin for the Secondary Level - Chemistry 20/30 Key Resources correlates key resources to the topics of each unit. Science: A Bibliography for the Secondary Level - Biology, Chemistry, Physics provides an annotated listing of resources which further support resource-based learning. Teachers should consider the suggestions and recommendations in these documents. Other materials may also be used.
As new resource materials become available, Information Bulletins may be issued as updates. They will indicate which new resources can be used, as well as those resources that are no longer available.
As was indicated earlier, no single resource matches the chemistry curriculum. To facilitate a resource-based approach, the use of a variety of resources instead of a single textbook is highly recommended.
Teachers may wish to extend some of the topics that were selected for Science 10 into Chemistry 20 or Chemistry 30. One topic from Science 10 which has many ties to chemistry is the issue of water quality. Food additives and human nutrition is another topic which could be extended. This should be coordinated within schools. Resources should be selected with this in mind.
Instructional methods which emphasize group work and develop independent learning abilities make it possible to utilize limited resources in a productive way.