CX 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 Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/cgelementaryscience93albe