This text offers an educational perspective on the challenges surrounding the implementation of integration (and interdisciplinarity) of mathematics and sciences and technology (M-S&T) in education and in the initial training of secondary school teachers. We find that the core nature of scientific and school disciplines in initial teacher…

New science curricula in Ontario position science, technology, society, and environment (STSE) objectives at the fore of all science courses. A professional learning community (PLC) consisting of 24 elementary teachers and a facilitation team was established to assist teachers in meeting the challenges of STSE education. Specifically, we examine…

David Burns and Stephen Norris's (2012) article entitled "Activist Environmental Education and Moral Philosophy" offers a thought-provoking response to the CJSMTE special edition. The authors would like to thank these authors for their supportive and philosophically adroit arguments. Burns and Norris provide an opportunity to continue the…

Analyzes provincial trends in gender-differentiated participation and performance of students in technology-intensive courses in British Columbia public secondary education at a time in Canadian history when competence and confidence with a range of technologies are essential for full cultural participation. Represents a step towards the…

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…

Proposes a shift in the direction of biocentrism that advocates the incorporation of humane education goals. Investigates preconceptions of human-animal relationships among a group of grade 5 students with a view to understanding their readiness to embrace a biocentric perspective. Includes recommendations for science and technology curricula and…

Although science, technology, and society (STS) has been widely accepted as part of science curriculum policy, there is little evidence that it has made much impact on classroom practice, particularly in the academic stream of secondary schools. Suggests that supporters of STS should consider placing STS in occupational contexts in ways that would…