For a Canada-wide perspective, we have only to refer to the Councils of Ministers of Education . Over the past few years they have produced several publications which emphasize environmental sustainability and the role of science in education and which can provide us with direction into the types of learning objectives to be linked to the educational processes in the NMC.
1. Report to UNECE and UNESCO on Indicators of Education for Sustainable Development
2. The Common Framework of Science Learning Outcomes K to 12
The following are the PAN-Canadian Objectives for different grade levels.. Links from these objectives to our program at NMC can be created.
Grade: K to 3, Grade 4-6, Grade 7 to 9, Grade 10 to12
3. A Vision for scientific literacy in Canada
The framework is guided by the vision that all Canadian 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 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. Diverse learning experiences based on the framework will provide students with many opportunities to explore, analyse, evaluate, synthesize, appreciate, and understand the interrelationships among science, technology, society, and the environment that will affect their personal lives, their careers, and their future.
3.The scientific literacy needs of Canadian students and society
Canadian society is experiencing rapid and fundamental economic, social, and cultural changes that affect the way we live. Canadians are also becoming aware of an increasing global interdependence and the need for a sustainable environment, economy, and society. The emergence of a highly competitive and integrated international economy, rapid technological innovation, and a growing knowledge base will continue to have a profound impact on our lives. Advancements in science and technology play an increasingly significant role in everyday life. Science education will be a key element in developing scientific literacy and in building a strong future for Canada’s young people. Consistent with views expressed in a variety of national and international science education documents, the following goals for Canadian science education have been established for the purposes of this framework.
4. Foundation statements for scientific literacy in Canada
Scientific literacy should remain the abstract image that leads science education reform. Eisenhart, M. et al. (1996)
In light of the vision for scientific literacy and the need to develop scientific literacy in Canada, four foundation statements were established for this framework. Curriculum developers should note that these foundation statements delineate the four critical aspects of students’ scientific literacy. They reflect the wholeness and interconnectedness of learning and should be considered as interrelated and mutually supportive. The learning outcomes in this framework are stated in relation to these foundation statements.
Foundation 1:
Science, technology, society, and the environment (STSE) ?
Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
Foundation 2:
Skills
Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
Foundation 3:
Knowledge
Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge.
Foundation 4:
Attitudes
Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.
8.0 Types of Curriculum Activities which could Complement the Sustainability theme.