Purpose of this Information Bulletin
Effective implementation of a new course of
study necessitates administrative commitment
and support. To enable administrators to play
an active role in curriculum implementation,
information and assistance is provided.
This Information Bulletin has been designed to
enable school-based administrators and others to
support teachers in implementing the new
Science program. This document provides an
overview of the science curriculum in general,
and some specific information about Elementary
Level science.
Background
In Program Policy Proposals (Saskatchewan
Education, 1986), science was selected as one of
the Required Areas of Study. In 1987,
Dr. Paul Hart completed the study entitled
Science for Saskatchewan Schools. That
document, plus a major field study, established
the context for the development of the renewed
science curricula.
What is New About This Program?
The science curriculum in Saskatchewan is
moving away from the traditional curriculum,
one that was oriented toward the memorization
of facts and concepts, to one that stresses
students' scientific literacy. (Scientific literacy is
defined by the factors of the Dimensions of
Scientific Literacy.)
Science is both a body of knowledge and a
process of discovery. It is a tool to help describe
and explain the natural world. A key to the
achievement of scientific literacy is the
presentation of science information in context, so
that the facts, concepts, and processes of science
are closely linked to natural phenomena.
Values, attitudes, and interests associated with
science must also be considered.
In order to facilitate this change, appropriate
instructional strategies are essential. Interactive
instruction, independent study, and experiential
learning are critical to students' development as
scientifically literate citizens.
Aim and Goals
The major aim of the K-12 Science program is to
develop scientific literacy in students. For
Saskatchewan schools, scientific literacy has been
defined by seven goals called Dimensions. These
Dimensions of Scientific Literacy (DSL's) are the
foundation for the renewed curriculum.
By actively participating in K-12 science, a
student will be enabled to:
- understand the nature of science and
scientific knowledge. Science is a unique way
of knowing about the world;
- 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 of society and the environment;
- 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; and,
- 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.
Each of the above goals has been defined further
as a series of factors. This collection of
factors of scientific literacy specifies the
science curriculum. The curriculum guide
elaborates on these factors.