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- encourage students at all grades to develop a critical sense of wonder and curiosity about scientific and technological endeavours
- enable students to use science and technology to acquire new knowledge and solve problems, so that they may improve the quality of their own lives and the lives of others
- prepare students to critically address science-related societal, economic, ethical, and environmental issues
- provide students with a proficiency in science that creates opportunities for them to pursue progressively higher levels of study, prepares them for science-related occupations, and engages them in science-related hobbies appropriate to their interests and abilities
- develop in students of varying aptitudes and interests a knowledge of the wide variety of careers related to science, technology, and the environment
Vision for Scientific Literacy
Global interdependence; rapid scientific and technological innovation; the need for a sustainable environment, economy, and society; and the pervasiveness of science and technology in daily life reinforce the importance of scientific literacy. Scientifically literate individuals can more effectively interpret information, solve problems, make informed decisions, accommodate change, and create new knowledge. Science education is a key element in developing scientific literacy and in building a strong future for Canada’s young people.
This Science Framework is designed to support and promote the vision for scientific literacy as articulated in the Pan-Canadian Science Framework.
The [Pan-Canadian Science] Framework is guided by the vision that all Canadian students, regardless of gender or cultural background, will have an opportunity to develop scientific literacy. Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them.
Diverse learning experiences based on the [Pan-Canadian Science] Framework will provide students with many opportunities to explore, analyze, evaluate, synthesize, appreciate, and understand the interrelationships among science, technology, society, and the environment that will affect their personal lives, careers, and their future.
(Common Framework of Science Learning Outcomes K to 12, 1997)Goals for Canadian Science Education
To promote scientific literacy, the following goals for Canadian science education were developed as part of the Pan-Canadian Science Framework and are addressed through Manitoba science curricula.
Science education will...
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There needs to be an emphasis on communicating that quality education requires not only investments in technology, but also in programs that empower people to find, evaluate, and use all information effectively.
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State Departments of Education, Commissions on Higher Education, and Academic Governing Boards should be responsible to ensure that a climate conducive to students becoming information literate exists in their states and on their campuses
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Use this site with students so they can add creative commons licences to their own work! Students think about copyright differently when they become owners of copyrighted materials.
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in list: EDES 501
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Whether we like it or not, social Web technologies are having a huge influence on students who are lucky enough to be connected
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This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go.
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Local Schools Battling High Tech Distractions–Seems the beligerent kids in San Diego schools are actually text messaging during class, admitting to cheating with their phones, and listening to iPods during lectures. Why is that? “Social psychologist Jean Twenge believes she knows why personal technology devices are all the rage among teenagers. Her research indicates young people today are [wait for it…] more self-absorbed than ever before, and iPods and cellphones play into that.” Was that absorbed or abs-bored? The administration response? No surprise… “So Vista students now can only use electronic devices at lunch, break, or after school. Students who break the rule more than once could face detention. And the district is even holding teachers more accountable.” But here’s the good news. There is another voice! Jeff Robin of High Tech High says “Kids will always change, it’s up to the teachers to do something more, and it’s a lot of work. I’ve seen so many teachers out there that say, well I’ve been giving these same worksheets out for 30 years and if it’s good enough for them, then it’s good enough for these kids. It’s not though, times have changed.”
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