Within Canadian science classrooms, Indigenous ways-of-knowing and ways-of-being continue to be underrepresented and undervalued. For Indigenous students, this often results in negative experiences and disparate achievement rates when compared to their non-Indigenous classmates. Recent decolonizing science education literature suggests critical…

The rapid diversification of communities in Ontario has necessitated the provincial government to reevaluate public school curriculums and policies to make schools more inclusive and reflective of its diverse population. This article critically analyzes the content of the latest revised science curricula for Grades 1 to 10 and assesses the degree…

Analysis of views from a select group of Kenyan science teachers regarding the effect of student learning experiences on their teaching after implementing a contextualized science unit revealed that the teachers' (a) literal interpretation and adherence to the official curriculum conflicted with the students' desires to understand…

Teachers' feelings of uncertainty are an overlooked, though crucial, condition necessary for the promotion of educational change. This article investigates the feelings of uncertainty that preservice teachers have toward the conduct of science as inquiry and the extent to which methods courses can confront and embrace those uncertainties. Our work…

High school students' views regarding the best ways to adapt biology studies to fit their interests were explored using 87 written questionnaires containing closed-ended and open-ended questions. The closed-ended questionnaires indicated that the participants are very positive regarding their experience as biology learners and highly interested in…

Provides a brief overview of Canada as a country, education in Canada, and the study of technology in Canada at the secondary school level. Examines courses offered under the name of technology and considers the question of making the study of technology a requirement for secondary school graduation. (Author/KHR)

Describes technology education on a province-by-province basis. Groups various approaches to technology education into three categories and summarizes them. Provides illustrative examples and focuses on the objectives of the curriculum, the way the content of the program is structured, and recent developments. (Author/KHR)

Discusses the importance of classroom-based research on student learning in technology and ways in which this learning can be enhanced. Describes some fruitful areas of classroom-based research that could inform technology curriculum development. (Author/KHR)

Presents tools for objectifying technological education as it has been approached in the form of disciplines for French children ages 11-15 since 1960. Characterizes provisionally stabilized disciplines and identifies their historical development. Identifies four distinct methods that give evidence of the instability affecting the framework of…

Clarifies the goals of technology education from a political perspective. Presents founding program choices of the discipline and teaching method problems involved in constructing the discipline. Outlines reflections on the idea of curricular matrices and points out the necessity for some re-examinations of curriculum theory. (Author/KHR)

Demonstrates the case of technology education in British Colombia and discusses its invulnerability of teachers to curriculum reform. Draws on historical and survey data related to school practices and Ministry of Education enrollment data disaggregated by sex. Casts these data into a politics of curriculum framework informed by the work of…

Introduces the project "Rekindling Traditions" which illustrates one modest way of addressing the underrepresentation of Aboriginal people in careers related to science, a situation that arises from a colonial type of science education. Integrates Western science content into a local community's Aboriginal Science. (Contains 85 references.)…

Comments on the article 'Time to Change Drivers for Science Literacy' by Peter Fensham and addresses two issues: (1) Why is reforming the science curriculum so hard?; and (2) What are the potential possibilities of and problems with Fensham's reform proposal? (Contains 12 references.) (Author/YDS)

Comments on the criticisms of Fensham (2002) of scientific literacy curricula being designed by scientists and science educators. Suggests that an analysis of literacy leads to several propositions from which the analogy with scientific literacy can be drawn. (Author/YDS)

Comments on new ideas being charted by new scientists and new science educators. Discusses two directions and examines who the scientists working in science education and the science educators are. Describes the disciplines, scholars, and scientists studying the structures and processes of knowledge growth and development in individuals and among…