Table Of ContentCX
LIBRIS
UNIVERSITATIS
ALBERT/EN
SIS
SCIENCE
PROGRAM RATIONALE AND PHILOSOPHY
A.
Children enter this world with a limitless encouraged to challenge their existing
curiosity about their surroundings and the conceptualizations and then, if they are
phenomena that they encounter. Shortly after found to be inadequate, to change them,
birththeybeginaprocess ofinquiry andproblem modify them, or replace them with entirely
solving aimed at ordering and understanding new ones. In order to make changes, the child
their world. Science in the elementary school must be personally involved in science activity
years should aim to retain and nurture this and discovery. Itisnotenoughfor the student to
initial curiosity and promote a sense of read about science or to observe the science of
wonderment and joy as children explore their others.
world.
The ideas which children hold about the natural
Science programs for children in the elementary world are often referred to as children's
years form the foundation for later science science. These understandings are often
learning. The elements of basic scientific scientifically naive andare oftencontradictoryto
literacy are formedduringthese years and go far the views of the scientific establishment.
beyond the sole knowledge of scientific facts. Children's science is, therefore, simplistic in
The primary goal ofscience programs must be to nature but very powerful for children because it
produce scientifically literate citizens who are allows them to answer "why does .?" or "what
. .
knowledgeable about the world in which they will happen if .?" The aim ofthe elementary
. .
live, skillful in organizing their search for program is to move children toward attaining
further understanding, and thoughtful in their the understandings of scientist's science.
use ofthe skillsand knowledgethatthey possess. Scientist's science fulfills the requirements and
principles of the modern scientific endeavour,
A
science curriculum that is to achieve the goal recognizing that scientific concepts are tentative
of a scientifically literate citizenry is one which innature and must be constantlysubjected tothe
has children participating and reflecting on the challenge ofnewevidence.
meaning of what they are doing. Each child
beings to each learning situation a considerable Not all science topics are suitable for children in
and varied background ofexperience that has an the elementary grades because many require a
important influence on the construction of degree of abstract thought that makes them
personal and relevant meanings. These more suitable for the junior and senior high
meanings make sense to the child, have guided school years.
them inthe pastandwill be abandoned only with
great reluctance. Children should be
CB: 93 11 19 (DRAFT) Science (Elementary) A.l
FAL?TnT»
.
GENERAL LEARNER EXPECTATIONS
B.
The general learner expectations provide the 3. knowledgechangesovertime.
focus for children's science learning in the
elementary years. They are to be developed SCIENCE INQUIRYSKILLS
throughoutthe program as a whole with specific
emphasis that will be indicated for each of the Focus ofInquiry
unitsortopicsofstudy.
Students will:
The units listed for each grade level will have
either a science or a technology emphasis. 1. identifywhattheywanttoknoworfind out
General learner expectations regarding
concepts, skills and attitudes are listed for each 2. identify possible answers to their own
ofthese areas ofemphasis. The development of questions(hypothesizeandpredict)
concepts will occur within this context. The
specific concepts to be learned will be identified Plan
withineachofthe individual units.
Students will:
Science inquiry and technology problem solving
skills are to be developed in connection with the 1. identifya wayoftestinganidea
activities associatedwiththe units at each grade
level. These skills are organized under the 2. recognize whentheyneedtodoresearch
comon headings of Focus, Plan, Action and
Evaluation. The intention is that students will 3. identify materialstouse intestingan idea
have a shared framework for solving problems,
whethertheyare inthe area ofscience inquiry or 4. develop a plan for conducting a "fair test"
—
technology problem solving. The possibilities for (fair test identifying the elements of an
enhancing specific skills will be outlined with experimentthatcanbe different and keeping
eachunit. them all the same, except for the one being
tested).
The attitudes described in this section are
general in nature and refer to the program as a Action
whole. Opportunities will exist to develop
particular attitudes in connection with the Students will:
individual units of study. These opportunities
will be indicated in the outlines for each of the 1 carry out aplanfortestingan idea
units. 2. observe and measure
3. recordthe resultsofaplan
4. modify the plan asnecessary
SCIENCE EMPHASIS
Evaluation
CONCEPTS
Students will:
Students will developan understandingthat:
1. state whatthey have learned
1. science provides a way to investigate and
learn about phenomena encountered in daily 2. identify where they might be able to use
life their knowledge
2. science knowledge should be open to further 3. identify new questions that arise from the
investigation inquiry.
CB: 93 11 19(DRAFT) Science (Elementary) B.l
. .
ATTITUDES TECHNOLOGY PROBLEM-SOLVING
SKILLS
Students areexpectedto:
1. develop an appreciation for science and the Focus ofProblem
scientificendeavour
Students will:
2. participate in science which will result in
strong positive attitudes toward oneself and 1. identifytheproblemtheywantto solve
confidence inoneselfas a learner
2. identify the product/process they want to
3. develop an appreciation for the environment make
and a concernfor its stewardship
4. develop an appreciation of science and the Plan
role itplays inour lives
Students will:
5. recognize that science learning is an ongoing
processsubjectto modifications inthefuture 1. identifya waytosolve the problem
6. recognize that there are benefits to be reaped 2. recognize whentheyneed todoresearch
fromqualityworkmanshipandperseverance
3. identifyequipment/suppliesrequired tosolve
7. develop a joy in learning and a desire to theproblem.
continue science learning.
Action
TECHNOLOGY EMPHASIS
Students will
CONCEPTS
1 carry outaplanforsolving aproblem
Students will:
2. modifytheplanasnecessary.
1. understand that technology can be used to
solvepracticalproblems
Evaluation
2 developanunderstandingthat:
• science knowledge can sometimes be put Students will:
touse in technologyproblem solving
• some technologies existed before there 1. demonstrate that the product/process solves
was an understanding of the scientific the problem
principlesinvolved
2. identify changes that may improve the
3. understand that technology includes both product/process
products andprocesses.
3. identify otherusesforthe product/process
Science "Elementary) B.2 CB: 93 11 19(DRAFT)
.
ATTITUDES
Studentsare expectedto:
1. appreciate that technologies exist to meet
needs
2. recognize that technologies may have
positive ornegativeconsequences
3 recognizethe valueofalternate solutionstoa
problem
4. share the results of their problem solving
withothers
5. recognize that there are benefitstobe reaped
fromqualityworkmanshipandperseverance
6. demonstrate willingnessto participate in the
problem-solvingprocess.
CB: 93 11 19(DRAFT) Science (Elementary) B.3
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