Educational Philosophy · Entrepreneur · General · ICT · Research · STEM

Science Technology and Innovation

The Canadian science technology and innovation council produces biennial reports on ICT.

STIC sight

State of the Nation Reports

The State of the Nation 2008, provided the baseline from which Canada’s STI performance. Subsequent State of the Nation reports build on that foundation by tracking Canada’s performance over the intervening years. Understanding Canada’s performance contributes to advancing the national dialogue on STI, identifying avenues for action, and generating the will to work together towards common goals.

Books · Educational Philosophy · Emerging Trends · General · Teaching

Teaching Teenagers

Title: Teaching Teenagers: A Toolbox for Engaging and Motivating Learners

Authors: Warren Kidd, Gerry Czerniawski
2011 | ISBN-10: 0857023853, 0857023845 | 200 pages

For successful classroom teaching, your students need to be engaged and active learners. In this book, there is practical advice that is grounded in the realities of teaching in today’s classrooms on how to be an inspirational teacher and produce highly motivated students. This book contains 220 positive, practical teaching ideas that are relevant to both new and experienced classroom teachers.

Contents cover:

  • – teaching tools to inspire and captivate
  • – motivation for learning
  • – engaging learners
  • – how to create a learning atmosphere
  • – classroom management
  • – cooperative learning
  • – learning outside of the classroom
  • – moving learners around the room
  • – assessment for motivation and engagement
  • – feedback and praise
  • – using emerging technologies to engage
  • – using homework
  • – supporting learners in learning how to learn
  • – challenging learners of all abilities

With reference to reflective practice, best practice and Continuing Professional Development (CPD), this book provides essential support for trainee teachers, new teachers and experienced teachers looking to extend their repertoire.

Warren Kidd is Senior Lecturer in Post Compulsory Education and Training at The Cass School of Education, University of East London.

Gerry Czerniawski is Senior Lecturer in Secondary Social Science and Humanities Education at the Cass School of Education, University of East London.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.

Books · Educational Philosophy · General · Teaching

The Art of Learning

Title: The Art of Learning: A Simple Handbook to Improve your Learning TechniquesThe Art of Learning: A Simple Handbook to Improve your Learning Techniques

Author: Laeticia L.

2015 | 90 pages | ISBN: 1508467307 | English

The Art of Learning: A Simple Handbook to Improve Your Learning Techniques (3rd Edition!)

How would you like to master the study techniques needed for you to learn the new information and skills that you need for school, work, or life in general?

Learning is inevitable and is an inescapable part of life. Even if you have already acquired all of your academic degrees, your quest for further intellectual, psychological, and even spiritual growth is a never-ending one.

As you navigate through life, you will certainly encounter more opportunities to learn and to aug

ment your knowledge of life. This book is not intended merely for students, but also for professionals and anyone who is learning a new skill, a foreign language, or any pertinent information that will make him or her a better, fuller person.

In The Art of Learning: A Simple Handbook to Improve Your Learning Techniques, you will learn:

  • The basic preparation needed to succeed in any kind of learning project
  • How to understand and take advantage of your personal learning style
  • The necessary techniques for learning a new language
  • Some tips and techniques for improving your math learning abilities
  • A strategy for learning more effectively in the area of science
  • Techniques for learning and recalling what you’ve learned in history
  • Get better with your English literature
  • Tips and tricks to overcome Procrastination
  • Grow a new Mindset to support your learning

As you’ve seen above this book contains many helpful insights and useful tips and tactics on how to learn things more efficiently and effectively. Of course, that includes helping you improve your memory, levels of concentration, and mental agility. The most important takeaway from this book is the comfort in knowing that learning is as an evolving process ” one that makes you grow not just mentally, but also emotionally and psychologically. Take heart in the fact that every person has a unique approach when it comes to learning, and I hope this book was able to empower you with easy and simple strategies to enhance your learning style.

With a positive attitude and a huge dose of determination, you can reach your goals and get that life of learning you’ve always wanted.

Learning: Exact Blueprint on How to Learn Faster and Remember Anything - Memory, Study Skills & How to Learn
Title: Learning: Exact Blueprint on How to Learn Faster and Remember Anything – Memory, Study Skills & How to Learn

Author: Angel Greene
English | 2015 | ASIN: B014ZB1U7G | 157 pages

See improvement in days!

One of the most important parts of being a human is our ability to learn. Since you were a child, learning is the first thing that you unconsciously do. What you know today is because of what your mind has been doing all along and that is learning.

However, sometimes, our mind or our memory fails us. Our brain is like a piece of diamond, the more we furnish it the more it becomes glorious. Our mind, when not being subjected to exercise, will eventually lose its strength.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.

Educational Philosophy · Emerging Trends · Gamification · General · Organizations · Periodical · STEM · Teaching · Web Resources

Innovate my School


There is an amazing site in the UK exploring educational technology. It is called Innovate My School.innovatemyschool_logo.png

Innovate My School inspires the education sector by showcasing, through a range of platforms, the best in education innovation by teachers and industry experts from around the world.

Founded in January 2010, the Innovate My School community reaches more than 49,000 friends and followers through our unique events, partners, community update, Twitter, LinkedIn and Facebook.

Email to learn more about how you can get involved with our passionate community.

IMS_Guide_Front-cover_400px_newWelcome to the 2015/16 edition of our annual IMS Guide.

This unique publication explores the potential benefits, pitfalls, future trends and learning outcomes for 10 hot topics in education, providing you with a warts-and-all view of how they can impact a school and, ultimately, the learning experience of the pupil.

They also have a ton of ICT guides on a vareity of topics. Join the community or just learn from their best practices

Apps · General · Web Resources

Kahoot! Hands-on Quiz Website

kahootKahoot! is a fun website for students to create games, flashcards and quizzes to aid their learning. It is free to sign up and use as a teacher or student. Click on the image above or go to and type in 246166 which is a game pin for a little quiz I made.

Bringing home Europe’s award for most innovative edtech company!

Kahoot! is always playful and innovating,. They won the European EdTech2o award and said this. “From awesome teachers to smart and collaborative peers, we’re really lucky – especially so when we have the honor of being congratulated for our efforts!”

While that’s not exactly Oscars speech material – we are very pleased to announce that Kahoot! are the winners of the EdTech20 this year.

Here are some neat things to do at this site.





Blended · Books · General · Teaching

Layered Literacies in the classroom

Title: Integrating Virtual and Traditional Learning in 6-12 Classrooms

Author: Sandra Shamroth Abrams

integ_cov.jpgEnglish | 2014 | ISBN: 0415656583, 0415656591 | pages: 160
Integrating Virtual and Traditional Learning in 6-12 Classrooms introduces a model of “layered literacies” as a framework for describing and illustrating how students’ digital experiences can inform educational methods. Through the lens of layered literacies, educators can envision opportunities to draw upon adolescents’ out-of-school interests and activities to meaningfully integrate digital practices within academic contexts. Such an approach facilitates innovative teaching, inspired learning, and successful pedagogy, and it thoughtfully highlights the role of technology within mandated standards-based instruction in public schools. Combining foundational and contemporary theories, supported by data from multiple studies of adolescent learning, and honoring teachers’ and students’ experiences and resources, this text helps educators reconceptualize the ways students learn through and with digital texts and negotiate the connection between online and offline spaces. A companion website extends the discussion onto the screen, engaging readers in an intertextual approach to learning that complements the concept of layering literacies across disciplines. With a foreword by Jennifer Rowsell and an afterword by Bill Cope and Mary Kalantzis, it will be of interest to experienced educators and administrators, as well as postgraduate, graduate, and undergraduate students of education.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.

Books · Educational Philosophy · General · Periodical · Web Resources

Cultural Literacy

Cultural literacy is a term coined by E. D. Hirsch , referring to the ability to understand and participate fluently in a given culture. Cultural literacy is an analogy to literacy proper (the ability to read and write letters). A literate reader knows the object-language’s alphabet, grammar, and a sufficient set of vocabulary; a culturally literate person knows a given culture’s sicultural literacy_covgns and symbols, including its language, particular dialectic, stories,[1] entertainment, idioms, idiosyncrasies, and so on.

The culturally literate person is able to talk to and understand others of that culture with fluency, while the culturally illiterate person fails to understand culturally-conditioned allusions, references to past events, idiomatic expressions, jokes, names, places, etc.


Hirsch came out with a series of subsequent books for Kindergarten up to Grade 6, in 1994, on what kids should know in particular grades. This series was revised and update in 2007 and then in 2014. Here are two examples from the recent updated series.

What Your First Grader Needs to Know (Revised and Updated): Fundamentals of a Good First-Grade EducationTitle: What Your First Grader Needs to Know (Revised and Updated): Fundamentals of a Good First-Grade Education

Author: E.D. Hirsch Jr.
ISBN: 0553392387 | 2014 | 512 pages

Give your child a smart start with the revised and updated
What Your First Grader Needs to Know

What will your child be expected to learn in the first grade? How can you help him or her at home? How can teachers foster active, successful learning in the classroom? This book answers these all-important questions and more, offering the specific shared knowledge that hundreds of parents and teachers across the nation have agreed upon for American first graders. Featuring a new Introduction, filled with opportunities for reading aloud and fostering discussion, this first-grade volume of the acclaimed Core Knowledge Series presents the sort of knowledge and skills that should be at the core of a challenging first-grade education. Inside you’ll discover

• Favorite poems—old and new, such as “The Owl and the Pussycat,” “Wynken, Blynken, and Nod,” and “Thirty Days Hath September”
• Beloved stories—from many times and lands, including a selection of Aesop’s fables, “Hansel and Gretel,” “All Stories Are Anansi’s,” “The Tale of Peter Rabbit,” and more
• Familiar sayings and phrases—such as “Do unto others as you would have them do unto you” and “Practice makes perfect”
• World and American history and geography—take a trip down the Nile with King Tut and learn about the early days of our country, including the story of Jamestown, the Pilgrims, and the American Revolution
• Visual arts—fun activities plus full-color reproductions of masterworks by Leonardo da Vinci, Vincent van Gogh, Paul Cézanne, Georgia O’Keeffe, and others
• Music—engaging introductions to great composers and music, including classical music, opera, and jazz, as well as a selection of favorite children’s songs
• Math—a variety of activities to help your child learn to count, add and subtract, solve problems, recognize geometrical shapes and patterns, and learn about telling time
• Science—interesting discussions of living things and their habitats, the human body, the states of matter, electricity, our solar system, and what’s inside the earth, plus stories of famous scientists such as Thomas Edison and Louis Pasteur

Title: What Your Second Grader Needs to Know (Revised and Updated): Fundamentals of a Good Second-Grade Education

Author: E.D. Hirsch Jr.
ISBN: 0553392409 | 2014 | 528 pages

whatyour2nd_covGive your child a smart start with the revised and updated
What Your Second Grader Needs to Know

What will your child be expected to learn in the second grade? How can you help him or her at home? This book answers these all-important questions and more, offering the specific shared knowledge that hundreds of parents and teachers across the nation have agreed upon for American second graders. Designed for parents and teachers to enjoy with children, featuring a new Introduction, this second-grade volume of the Core Knowledge Series presents the knowledge and skills that should be at the core of a challenging second-grade education, including

• Favorite poems—old and new, from “Caterpillars” to Gwendolyn Brooks’s prizewinning “Rudolph Is Tired of the City”
• Literature—from around the world, with African folktales, American tall tales, European fairy tales, and classic myths from ancient Greece
• Learning about language—the basic building blocks of written English, all explained with a touch of humor and common sense
• World and American history and geography—visit Japan, explore ancient Greece, travel the Underground Railroad with Harriet Tubman
• Visual arts—with activities and full-color illustrations of masterworks by El Greco, Van Gogh, Matisse, and others
• Music—basic theory, great composers, instruments, and fun-to-sing songs such as “I’ve Been Working on the Railroad” and “Do-Re-Mi”
• Math—challenging lessons ranging from telling time to doing fractions, numbers to 100, and a first look at geometry
• Science—the cycle of life and the seasons, levers and magnets, the wonder of the human body, and more, with lots of hands-on activities and stories about famous scientists

The question that interests me is what is the technology portion of Cultural literacy and how has it changed in the year 3 decades since Hirsch coined the phrase.

There is a fabulous article in the online NewYork Times. by May 24, 2014) called “Faking Cultural Literacy” . It talks about changes in our behaviours around “knowing things”, based on access to an increasingly Google-available global literacy. What i am more interested in is the actual digital cultural literacy that is required of us by the society we live in. Even more than this, I want to know how we are teaching this literacy in our schools and at home.

Eric Liu (Jul 3, 2015) wrote an article called “What Every American Should Know: Defining common cultural literacy for an increasingly diverse nation” in The Atlantic. He reopens the discussion about what Hirsch has said and restates the compelling need to know and teach Cultural Literacy.


Books · General · ICT · Research · Uncategorized · Web Resources

Book Reviews – Research Resources

Title: Inclusion Strategies That Work!: Research-Based Methods for the Classroom

Author: Toby J. Karten
English | Jan 6, 2015 | ISBN: 1483319903 | 448 Pages

Inclusion Strategies That Work!: Research-Based Methods for the Classroom
The go-to book for including ALL learners in educational success! Teaching students with diverse needs require educators to employ empathy, responsiveness, and patience. This book has long been the indispensible resource for K-12 teachers as they confidently form lesson plans and strategies for inclusion.

In this new edition, Toby J. Karten’s data-driven methods are updated with the latest research and policy developments. The book’s content includes:

Updated information on ADA, IDEA, writing IEPs, transitional services, classifications, RTI, metacognitive strategies, and links to the Common Core
Tips for working with families and making them an integral part of the inclusive team
An overview of special education legislative terminology
Interactive online forms for planning, documentation, and collaboration

Title: Research Strategies: Finding Your Way Through the Information Fog (5th ed) 

Author: William Badke
2014 | 268 Pages | ISBN: 1491722339

Research Strategies: Finding Your Way Through the Information Fog (5th edition)

Online resources have given us access to more knowledge than ever before. We’re buried in data, and defining what is and what is not genuine information becomes more of a challenge all the time. In this fifth edition of Research Strategies, author William Badke helps you make sense of all of the available information, shows you how to navigate and discern it, and details how to use it to your advantage to become a better researcher. Badke focuses on informational research and provides a host of tips and advice not only for conducting research, but also for everything from finding a topic to writing an outline to documenting resources and polishing the final draft. Study guides, practice exercises, and assignments at the end of each chapter help reinforce each lesson. An experienced research instructor who has led thousands of students to become better researchers, Badke uses humor to help you gain a better understanding of today’s complex, technological world. Research Strategies provides the skills and strategies to efficiently and effectively complete a research project from topic to finished product. It shows how research can be exciting and even fun.

Title: Research Data Management: Practical Strategies for Information Professionals

Author: Joyce M. Ray
English | 2014 | ISBN: 1557536643 | 300 pages


It has become increasingly accepted that important digital data must be retained and shared in order to preserve and promote knowledge, advance research in and across all disciplines of scholarly endeavor, and maximize the return on investment of public funds. To meet this challenge, colleges and universities are adding data services to existing infrastructures by drawing on the expertise of information professionals who are already involved in the acquisition, management and preservation of data in their daily jobs. Data services include planning and implementing good data management practices, thereby increasing researchers’ ability to compete for grant funding and ensuring that data collections with continuing value are preserved for reuse. This volume provides a framework to guide information professionals in academic libraries, presses, and data centers through the process of managing research data from the planning stages through the life of a grant project and beyond. It illustrates principles of good practice with use-case examples and illuminates promising data service models through case studies of innovative, successful projects and collaborations.

Charleston Insights in Library, Information, and Archival Sciences is a new series produced as a collaboration between the organizers of the Charleston Library Conference and Purdue University Press. Volumes in the series focus on important topics in library and information science, presenting the issues in a relatively jargon-free way that is accessible to all types of information professionals.

Note: All the books presented in this blog. Include the original cover and review provided by the publisher. This information is used to accurately promote and show respect for these resources, the authors and the publishers.

Educational Philosophy · Emerging Trends · General · ICT · Organizations · STEM

Canadian Educational Technology Plan?

This is a reblog of an important article from CEA – I can’t emphasis enough how important this content is. Please share the CEA link to this article, talk about it and comment back. The dialogue about this is a drop in the current sea of fear and apathy.

cea_covRe-visioning Science Education in Canada

A new polar identity and purpose

A recently completed national study engaged a variety of stakeholders from across the country in answering questions about the future of Canadian science education and examining the factors which will likely influence the teaching and learning of science for the next generation. What emerged from the panel of experts is a series of consensus positions that could provide an historic opportunity for educators to significantly re-orient the very purposes of science education in Canadian schools. Rather unexpectedly, the panel’s opinions ran counter to some of the common assumptions Canadian educators have about what is vitally important in science education. Among these emerging tensions were: The role of international student assessments such as PISA, the present international acclaim afforded to Science, Technology, Engineering and Mathematics (STEM), and a call to place sustainability science at the very centre of the curriculum.

What should the future of Canadian science education look like? Can we consider a uniquely Canadian approach to science education – one that challenges common assumptions and changes the very nature of science education in Canadian schools? A recent study conducted among a panel of over 100 science education specialists and scientists addressed these and related questions in a quest to identify where the priority areas should be for Canada’s youth, as they prepare to live and work in a technology-rich and selectively globalized society. One member of the expert panel assembled for the study described the sense of urgency to change the orientation of science education in Canada in this way:

“Why should we continue to deliver science education in our schools if we fail to recognize the fundamental importance of sustaining the very systems of this planet upon which humanity critically depend? Allow me to be absolutely clear on this point – the human species is presently on a trajectory that could have globally catastrophic outcomes; science education has a role to play in altering that trajectory and so presents an explicit reason to change our approach to education in the sciences, and soon.”

The search for a “Canadian” science

The last episode of looking in-depth at the state of science education in Canada took shape in the late 1970s and the early 1980s. That period almost certainly received some degree of inspiration from the Symons Report of the Commission on Canadian Studies released in 1975. The title of the report – To Know Ourselves – was telling, recalling the Delphic maxim from Plato as he wrote in the Republic that to “know thyself” transcends the individual and relates also to the life of the individual functioning in the larger society. The report was a sweeping manifesto which echoed the patriotism felt by many Canadians after our centennial celebrations.

The Symons Report identified such an urgent need to focus on the perceived lack of a Canadian perspective in science education and technology that it devoted an entire chapter to this one discipline area alone. A subsection of the Commission report titled “Is There a Canadian Science?” provoked a spirited debate among the Canadian scientific establishment with the suggestion that the universality of scientific achievement might also bear the marks of a uniquely Canadian character and culture. Symons’ argument reflected a perspective shared by many at the time: “Science in Canada can be simultaneously international and Canadian in the sense that it is approached from a Canadian viewpoint, it fulfils a particular Canadian need, or it is related to a particular Canadian interest aroused by location, geography, climate or by some other distinct feature of the country.”

It should not be surprising that the science of sustainability is of essence to be integrated through the disciplines. On what alternate grounds would the future of science education rest?”

The Science Council of Canada’s groundbreaking 1984 release of Science for Every Student: Educating Canadians for Tomorrow’s World is now 30 years behind us.1 In addition, some 20 years have passed since the Council of Ministers of Education, Canada initiated the process culminating in the Common Framework of Science Learning Outcomes K-12 of 1997, which provided a number of Canadian provinces with the basis for new science curricula (variants of which are still in use today). Given the growing influence being felt from the STEM (science, technology, engineering and mathematics) movement in recent years – a decidedly American influence – I felt that the timing was opportune for a national scan, not of the present state of play in science education but a consideration of its future.

Summoning the oracle

Centuries ago, at the Temple of Apollo at Delphi in Greece, it was customary for influential members of society to pay a visit to the Pythia, the priestess charged with summoning the messages of the gods and delivering “oracles” about the future. The difficulty with these pronouncements was that they were always delivered as an obscure riddle with two possible outcomes – a great success or a catastrophic failure. It was the interpretation of the recipient that determined the outcome.

In recent decades, Delphi has come to represent a widely used research method – particularly in instances where a large-scale, complex problem is addressed. Originally used in classified Cold-War era research, a Delphi panel gathers expert opinion on a subject or issue from a group intended to be representative of those who should typically have a say in the matter. With the advent of the Internet, we can now pull together an online panel of experts, creating a group that is diverse in expertise, experiences, character, and geography. Moreover, many of the traditional pitfalls of face-to-face deliberations are mitigated by this research method, which preserves the anonymity of the participants while at the same time allowing for the free flow of discussion.2 In recent years, Delphi studies of the expert community have become rather common in educational circles and this methodology seemed a very good fit for a study of the future of Canadian science education.

The Delphi unfolds

Over a five-month period in early 2014, an expert panel convened online for a series of deliberations. The membership included curriculum specialists from provincial/territorial education departments, award-winning K-12 science teachers, faculty from Canadian universities in the sciences, engineering and education, industry scientists, and the science media. The process was initiated by lengthy, free-form written responses to four “seed” questions. These questions grounded the research in four areas thought to have high levels of effect:

  • significant global trends
  • foundations and goals of the science curriculum
  • opportunities and barriers to a new national vision
  • what might distinguish Canada as having a unique role internationally.3

Once I had examined the remarkable diversity of opinion expressed in the panel members’ responses, a series of questionnaires were developed which asked the panel to rank in order of importance the dominant themes across the four questions. Not only was the panel contributing to a broad consensus on priority areas for science education, each was also asked to provide a justification for their respective positions. Between questionnaires, each member was provided with summaries of the group responses prior to the next round of deliberations. This is the custom in a Delphi study, in the hopes that consensus positions will emerge as each member is provided with the thinking of the others involved in the study. The process stops when it appears as though the positions of the panel have solidified, but not always with consensus achieved.

The sustainability sciences – a new orientation for Canadian science education?

If there was a common thread making its way through the deliberations of the national panel, and one which appeared and re-appeared across responses to the four questions framing this study, it was this: Sustainability of the planet’s systems and humankind’s relationships with, and influences upon, those systems rises to the top of the list of priorities for science education in this country. No less important, the panel encouraged a priority on making strong connections among the pure sciences, sustainability issues, socio-scientific issues, and the relevance of the curriculum for students. An appreciation for the interconnectedness of these important threads, they felt, could be the foundation of a Canadian understanding of science in today’s world.

In short, the emerging consensus proposed a comprehensive and complete re-orientation of science teaching and learning among Canadians. The result would be an approach I like to call “the circumpolar curriculum,” one that appeals to the context of Canadian society, its demographics, its geographic diversity, its traditional knowledge base, and its position internationally as a northern nation of changing influence. As one panel member described it:

“It should not be surprising that the science of sustainability is of essence to be integrated through the disciplines. On what alternate grounds would the future of science education rest? Concerns about sustainability, health, energy, food security and water are examples of significant issues that face today’s societies and must involve both curriculum policymakers and the requirement of action. The issues are massively interconnected.”

If we were to list the qualities which should characterize science education in Canada for the next couple of decades, and do so on a priority basis, the national consensus from this panel would group these into two distinct sets of priorities which should invite a contentious debate. Figure 1 summarizes these priorities:

File 6627

When asked to describe the nature of science education as it could be practiced in Canada, much of the commentary from the panel pointed to maintaining the traditional strengths we have enjoyed in areas such as socio-scientific issues and broad literacy in science, but now embedded in a sustainability focus. One new element is the explicit demand to focus attention on our founding peoples’ aspirations, with an eye to explicitly advancing this aspect of a circumpolar approach to science. One panel member described it eloquently as follows:

“The involvement of Indigenous peoples in science education is paramount. Indigenous philosophies, ways of seeing the planet, and defensible and de-colonizing pedagogical practices need to be central to the development of science education among our communities. This is essential if we are to foster greater Aboriginal student engagement in the sciences… learners who often have to engage in ‘border crossing’ in order to ‘feel’ what science is to them. In Canada, there is a critical underrepresentation of Aboriginal people going into science-related programs at the post-secondary level. This has an impact on their ability to participate fully, knowingly having a Canadian voice, and be representative in the world’s scientific communities on an equitable footing.”

Encouraging a new view for science education with the sustainability sciences as its hallmark will require a new understanding of what the term “sustainability” means to the science curriculum. Sustainability focuses on the reconciliation of society’s rapid pace of development with the planet’s environmental limits as laid down by networked systems operating on the time scale of geology, not human life spans. Sustainability science is not, then, exclusively focused on environmental science but recognizes that conducting science outside of environmental, citizenship and cultural contexts is neither remotely conceivable nor possible. That is, science (and education) are inescapably embedded within the environments in which it occurs.

We can now envision a new model for science education with sustainability science at its core, which builds on the emphases identified by the Canadian educator Douglas Roberts about three decades ago (see Figure 2, Visions I and II) to add a third dimension (Vision III) inclusive of Indigenous views – thereby strengthening Canada’s role as a circumpolar nation while simultaneously working to de-colonize the curriculum.

File 6628

Nature and society mutually shape one another, and therefore sustainability science provides for balanced attention to how society alters the physical environment and how the state of that environment shapes society. There is perhaps a no clearer and more provocative vision for a truly Canadian science education, than one that could develop the knowledge, skills and attitudes necessary to attaining a more habitable planet for all.

En Bref: Une étude nationale récente a engagé divers intervenants à l’échelle du pays à répondre à des questions portant sur l’avenir de l’enseignement des sciences au Canada età examiner les facteurs appelés à influer sur l’enseignement et l’apprentissage des sciences pour la prochaine génération. Ce panel d’experts a donné lieu à un ensemble de positions consensuelles qui pourraient procurer aux éducateurs une occasion historique de réorienter sensiblement les fins mêmes de l’enseignement des sciences dans les écoles canadiennes. Fait étonnant, les opinions du panel allaient à l’encontre de certaines des présomptions courantes qu’ont les éducateurs canadiens sur ce qui est d’une importance vitale en enseignement des sciences. Ces tensions émergentes concernent notamment le rôle des évaluations internationales des élèves telles que le PISA, le prestige international actuel accordé aux sciences, à la technologie, à l’ingénierie et aux mathématiques (STIM) et un appel à mettre la science et le développement durable au cœur même du curriculum.

Photo: courtesy Kawartha Pine Ridge District School Board

 First published in Education Canada magazine, December 2015