Resources - Archived Materials

Section Two: Recommendations-Program Structure Issues

2.1 Connections to the Comprehensive Results

The content of the Comprehensive Results-the basic and transferable skills, knowledge, and attitudes that all students are expected to have - as outlined in the interim document by the Council of Directors of Education (CODE), is consistent with the publication Science Literacy for the World of Work, prepared by the Conference Board of Canada, and information we received from secondary school teachers, college and university staff, professional bodies, and representatives of industry.

The two basic Comprehensive Results, literacy and numeracy, are more completely integrated in science than in any other subject. Science students must read, understand, and use written material; they must also understand and solve problems using mathematics. In addition, they are required to use current technology and information systems effectively (see subsection 4.5).

Science taught in an opera problem-solving mode helps students develop critical and creative thinking. The four Comprehensive Results to be achieved by students in this category are:

The study of science also helps students meet the life-skills requirements of the Comprehensive Results. These include being self-confident and flexible, setting goals and priorities, planning, working independently or as part of a team, and demonstrating social and conflict-resolution skills. Furthermore, science studies develop individual responsibility. The open-endedness, experimental nature, safety concerns, and relevance of science classes encourage students to take initiative, act ethically, be accountable for their actions, and become lifelong self-directed learners.

The Comprehensive Results address the need to respect the natural and cultural heritage of Canada. Hundreds of Canadians have contributed to scientific discovery and innovation. Profiles of these Canadian scientists and descriptions of their work are available on the World Wide Web and in books written by educators (e.g., those published by the Science Department of the Toronto Board of Education). These can be included in science studies.

Finally, the Comprehensive Results require students to recognize and respect the diversity of the world's peoples, cultures, and ecosystems and understand and actively promote equity, justice, tolerance, and the democratic process. Science literacy as we have defined it in subsection 2.2 fully addresses these issues. The study of science according to our model would inform students about the world's ecosystems and help them understand the nature of science issues such as ocean pollution, over fishing, methods of generating electrical power, and global warming. Environmental science courses are particularly helpful in these areas.