Senior 1 Science
Manitoba Curriculum Framework of Outcomes
Foundation A:
Nature of Science and Technology
Students must learn that science and technology are creative human activities with long histories in all cultures of the world.
Science is a way of learning about the universe. This learning stems from curiosity, creativity, imagination, intuition, exploration, observation, replication of experiments, interpretation of evidence, and debate over the evidence and its interpretations. Scientific activity involves predicting, interpreting, and explaining natural and human-made phenomena. Many historians, sociologists, and philosophers of science argue that there is no set procedure for conducting a scientific investigation. Rather, they see science as driven by a combination of theories, knowledge, experiments, and processes anchored in the physical world.
Producing science
knowledge is an intrinsically collective endeavour.
There is no such thing as stand-alone science. Scientists
submit models and solutions to the assessment of
their peers who judge their logical and experimental
soundness by reference to the body of existing knowledge.
(Larochelle, M. and J. Désautels, 1992)
Scientific theories are being tested, modified, and refined continuously as new knowledge and theories supersede existing ones. Scientific debate on new observations and hypotheses that challenge accepted knowledge involves many participants with diverse backgrounds. This highly complex interplay, which has occurred throughout history, is fuelled by theoretical discussions, experimentation, social, cultural, economic, and political influences, personal biases, and the need for peer recognition and acceptance. Students will realize that while some of our understandings about how the world works are due to revolutionary scientific developments, many of our understandings result from the steady and gradual accumulation of knowledge.
Technology is concerned mainly with proposing solutions to problems arising from attempts by humans to adapt to the environment. Technology may be regarded as “...a tool or machine; a process, system, environment, epistemology, and ethic; the systematic application of knowledge, materials, tools, and skills to extend human capabilities....” (Technology As a Foundation Skill Area: A Journey Toward Information Technology Literacy, 1998). Technology includes much more than the knowledge and skills related to computers and their applications. Technology is both a form of knowledge that uses concepts and skills from other disciplines (including science) and the application of this knowledge to meet an identified need or solve a problem using materials, energy, and tools (including computers). Technology also has an impact on processes and systems, on society, and on the ways people think, perceive, and define their world.
This Science Framework is designed to emphasize both the distinctions and relationships between science and technology. Figure 1 illustrates how science and technology differ in purpose, procedure, and product, while at the same time interacting with each other.
Figure 1: Science and Technology: Their Nature and Relationship
Adapted with permission from Bybee, Rodger W. Science and Technology Education for the Elementary Years: Frameworks for Curriculum and Instruction. ©The NETWORK, Inc.
The following general learning outcomes (GLOs) have been developed to further define expectations related to this foundation area. (For a complete listing of Science GLOs, see Appendix.)
Nature of Science and Technology General Learning Outcomes
As a result of their Early, Middle, and Senior Years science education, students will...
| A1. | recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena |
| A2. | recognize that scientific knowledge is based on evidence, models and explanations, and evolves as new evidence appears and new conceptualizations develop |
| A3. | distinguish critically between science and technology in terms of their respective contexts, goals, methods, products, and values |
| A4. | identify and appreciate contributions made by women and men from many societies and cultural backgrounds towards increasing our understanding of the world and in bringing about technological innovations |
| A5. | recognize that science and technology interact with and advance one another |
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