The Science Council of Canada Report, Science for Every Student: A Solution in Search of a Problem

Abstract

The Science Council of Canada recently completed a study, Science for Every Student, which examined the practices of science teaching in Canada, analyzed the curriculum materials in use, and produced position papers. The study was broad in scope, the first of its kind in Canada. Given strong provincial claims to education, The Council is to be applauded for its national inquiry. Because of its potential for influencing policy, the study deserves careful attention from academics and policy-makers. This paper will analyze the claims of the report, examine its potential for improving science teaching in the country, and draw attention to the policy issues in the field of curriculum. The analysis points to a number of shortcomings in the study. These involve questions of methodological rigor, problem identification, focus, depth, and implementation. Methodologically, the study did not appear firmly grounded; it is argued that the study is a policy statement masking as scholarship and that much confusion exists in the minds of the authors of the Science Council report over the distinction between science and technology. Of most importance, however, is the impact of the study at the classroom level. The authors of the report argue that, if the recommendations are fully implemented, an unprecedented level of activity will occur in science education in Canada. Our analysis indicates that, because the study is virtually silent on problems of implementation and because it fails to deal with the teacher's role in that process, it will have little impact on the method of science teaching in the schools.