Introduction

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 and inservice developed to support the new curricula. In addition, the philosophy for science education is closely related to the concept of Core Curriculum based on the Directions philosophy for Saskatchewan.

The major 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, which are the foundation for the renewed curriculum. Actively participating in K-12 Science will enable a student:

understand the nature of science and scientific knowledge. Science is a unique way of knowing.
understand and accurately apply appropriate science concepts, principles, laws and theories in interacting with society and the environment.
use the processes of science in solving problems, making decisions, and furthering understanding.
understand and appreciate the joint enterprises of science and technology and the interrelationships of these to each other in the context of society and the environment.
develop numerous manipulative skills associated with science and technology. Many of these deal with measurement.
interact with the various aspects of society and the environment in ways that are consistent with the values that underlie science.
develop a unique view of technology, society and the environment as a result of science education, and continue to extend this interest and attitude throughout life.

For further details refer to Saksatchewan Instructional Development and Research Unit, (1987), Science for Saskatchewan Schools: A Review of Research Literature, Analysis, and Recommnedations. Report #7, by E.P. Hart, University of Regina.

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 later in this guide. They are also mapped in each Core Unit. The study of science should help the students to make better sense of the world in which they live. The objective is not to have students be able to repeat the words which 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.

Related Documents

Saskatchewan Education has produced the following documents related to the elementary Science curriculum.

Science: A Curriculum Guide for the Elementary Level contains the specific information needed to plan and deliver an activity-based science course at each grade level.

Science: An Information Bulletin for the Elementary Level -- Key Resources lists the resources which have been recommended to help achieve the learning objectives outlined in the Curriculum Guide. It is organized so that the resources, with page or chapter references, are listed for each unit in the Curriculum Guide. It also contains a list of key contacts where teachers can obtain further information or materials mentioned in the guide. New resources ar elisted in the Instructional Resources Unit yearly Update Bulletin and the revised Book Bureau Order Form.

Science: An Information Bulletin -- Guidance for Administrators and Inservice Leaders has information regarding the organization of the elementary Science project, raises implications for its implementation, and encourages support for the Science program.

Science: A Bibliography for the Elementary Level contains an annotated listing of resources which can be used to enrich the Science program and to assist in implementing resource-based learning in the classroom. Each annotation contains a recommendation about the unit(s) for which the resource is most appropriate.