A major study of Canadian science education was undertaken in 1980 to establish a documented basis for describing the present purposes and general characteristics of science teaching in Canadian schools, to provide a historical analysis of science education in Canada, and to stimulate active deliberation concerning future options for science education in Canada. This three-part volume includes: (1) an introduction to the study; (2) an analysis of science curriculum policies; and (3) an analysis of science textbooks. Part One provides information on the focus of the study (including the conceptual basis of the study's objectives), a discussion of the deliberative inquiry strategy used, and a discussion of research for policy deliberation. Part Two examines science in the school curriculum (considering such areas as science course offerings, science requirements for graduation, and the development of science curriculum policies) and the official aims and strategies of science education. Part Three analyzes the role of textbooks in science education; examines selected textbook features; and discusses findings related to the stated aims of science textbooks, acquisition of scientific skills, the science-technology-society interaction, the Canadian context in science teaching, images of science conveyed in the textbooks, and the encouragement to pursue careers in science and engineering. (JN)