STS Science in Canada From Policy to Student Evaluation

Abstract

Educators who develop STS science curricula need to consider four general processes that lead to four general products. The processes of deliberation on policy, research and development (R&D), implementation, and instruction/assessment; lead to associated products: curriculum policy, classroom materials, teacher understanding, and student learning, respectively. These four processes and their concomitant products are concretely illustrated in this chapter by successful instances of STS science in Canada. They demonstrate how educators must engage in the intended curriculum (government policy), the translated curriculum (textbooks and teachers’ ideas about what will be taught), and the learned curriculum (what students actually take away with them), before success can be attained.