Kindergarten to Grade 4 Science
Manitoba Curriculum Framework of Outcomes
Foundation B:
Science, Technology, Society, and Environment (STSE)
STSE understandings are an essential component of scientific literacy. By studying the historical context, students come to appreciate ways in which cultural and intellectual traditions have influenced the questions and methodologies of science, and how science, in turn, has influenced the wider world of ideas.
Today, a majority of scientists work in industry, where projects are more often driven by societal and environmental needs than by pure research. Many technological solutions have evoked complex social and environmental issues. Students, as future citizens, must recognize the potential of scientific literacy to inform and empower decision making of individuals, communities, and democratic society as a whole.
There can be no greater
contribution or more essential element to long-term
environmental strategies leading to sustainable development
that respects the environment… than the education
of future generations in matters relating to the
environment.
(UNESCO, 1988)
Scientific knowledge is necessary, but is not in itself sufficient for understanding the relationships among science, technology, society, and the environment. To understand these relationships, it is essential that students understand the values related to science, technology, society, and the environment.
To achieve scientific literacy, students must develop
an appreciation for the importance of sustainable development.
To this end, this Science Framework integrates the
Sustainable Development Strategy developed by the Province
of Manitoba (see figure 2 
16.4
KB).
Sustainable development is a decision-making model that considers the needs of both present and future generations, and integrates and balances the impact of economic activities, the environment, and the health and well-being of the community.
Public awareness and understanding of the concept of sustainable development and its practices are essential. If we are to change our way of life we must equip present and future generations with the knowledge and training to put sustainable development into effect. (Sustainable Development Strategy for Manitoba, 1994)
As students advance from grade to grade, they identify STSE interrelationships and apply decision-making skills in increasingly demanding contexts, as shown below:
- complexity of understanding — from
simple, concrete ideas to abstract ideas; from limited
knowledge of science to more in-depth and broader knowledge
of science and the world
- applications in context — from
contexts that are local and personal to those that
are societal and global
- consideration of variables
and perspectives — from one or two that
are simple to many that are complex
- critical judgement — from
simple right or wrong assessments to complex evaluations
- decision making — from decisions based on limited knowledge, made with the teacher’s guidance, to decisions based on extensive research, involving personal judgement and made independently
The following general learning outcomes (GLOs) have been developed to further define expectations related to this foundation area. (For a complete listing of Manitoba's GLOs see Appendix.)
Science, Technology, Society, and the Environment (STSE) General Learning Outcomes
As a result of their Early, Middle, and Senior Years science education, students will...
| B1. | describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies and the environment, both locally and globally. |
| B2. | recognize that scientific and technological endeavors have been and continue to be influenced by human needs and the societal context of the time |
| B3. | identify the factors that affect health and explain the relationships among personal habits, lifestyle choices, and human health, both individual and social |
| B4. | demonstrate a knowledge of, and personal consideration for, a range of possible science- and technology-related interests, hobbies, and careers |
| B5. | identify and demonstrate actions that promote a sustainable environment, society and economy, both locally and globally |
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