Education and Early Childhood Learning

Creativity in science drives the exploration of scientific ideas, processes, problems, and issues. Science is a deeply creative process aimed at generating new ideas, designing innovative products and processes, and producing evidence to support well-informed decision-making. Scientific thinkers use imagination and evidence to build theories and models that explain phenomena in the physical world, and they design experiments to test those theories. This process may lead to shifts in human understanding and to new technologies. drives the exploration of scientific ideas, processes, problems, and issues. Science is a deeply creative process aimed at generating new ideas, designing innovative products and processes, and producing evidence to support well-informed decision-making. Scientific thinkers use imagination and evidence to build theories and models that explain phenomena in the physical world, and they design experiments to test those theories. This process may lead to shifts in human understanding and to new technologies.

When creativity as a competency is applied in science, learners

• demonstrate initiative, open-mindedness, inventiveness, flexibility, and a willingness to take prudent risks
• demonstrate curiosity about the natural world, ask scientifically relevant questions, and are comfortable playing with ideas
• employ scientific strategies to solve problems by applying knowledge and ideas in innovative ways
• deepen their understanding of scientific concepts by building on the ideas of their peers and endeavouring to see the world through a variety of lenses
• create plans and adjust them as needed in product design or to experimentally investigate a problem
• test and adapt plans used during inquiry, design, or decision-making processes, and persevere through obstacles to improve

Citizenship in science involves a recognition and an understanding of the consequences of scientific decisions and practices on oneself, others, and the natural world. Scientific approaches to knowledge acquisition recognize the fallibility of human faculties, including natural human biases and the limitations of perception. Citizenship in science involves participating in a process of peer review and acknowledging the breadth and depth of people and cultures that contribute to understanding the physical world. The world’s accumulated scientific knowledge serves to help sustain the world. It should be ethically gathered, willingly shared, and passed from generation to generation.

When citizenship as a competency is applied in science, learners

• understand that science often deals with complex issues, on which varying perspectives may exist
• explore the interconnectedness of self, others, and the natural world
• evaluate factors and propose scientifically valid solutions considerate of the well-being of self, others, and the natural world
• welcome diverse scientific viewpoints because they understand that contributions to science come from those with varied backgrounds, experiences, and world views
• are respectful of their peers’ perspectives, including those that do not fit their own
• communicate with their science community in responsible, respectful, and inclusive ways
• contribute to the betterment of community both near and far, in doing scientific investigations
• seek equitable solutions to scientific issues that support diversity, inclusivity, and human rights
• make ethical decisions based on evidence, which have a positive and sustainable impact on self, others, and the natural world

Connection to self in science involves learners developing confidence in their abilities in science and a positive relationship to science. Scientific thinking is a skill that can be developed, and it has valuable applications to daily life. The practice of science involves prudent risk taking, exercising curiosity, analytical evaluation of beliefs, and a willingness to grow and change based on verifiable information. Engaging in scientific practice teaches individual resiliency and perseverance, and promotes an understanding of one’s place in the natural world.

When connection to self as a competency is applied in science, learners

• acknowledge their personal interests, strengths, gifts, and challenges in making connections between science and their lives
• come to know factors that shape their scientific identity and to understand that everyone is a scientist
• understand and use strategies to support self-regulation during scientific investigations and when receiving peer feedback
• reflect on their scientific decisions, effort, and experience, and accept that acknowledging feedback from others is part of the scientific process
• set goals to strengthen their scientific learning progress and well-being, as part of the scientific process
• recognize that a scientific understanding of the natural world can instill hope and optimism about the future
• are resilient and persevere through obstacles, recognizing that they will learn from mistakes and build upon their successes
• demonstrate the ability to critically evaluate their own ideas and beliefs, and are open-minded to adapt and change in response to new evidence
• value their own voice, build their confidence, and embrace their role as lifelong science learners

Collaboration in science involves learning with and from others to develop scientific ideas and processes. The process of peer review and the seeking of expert consensus are valued practices in the scientific endeavour. The advancement of science often occurs through collaboration among scientists and teams of scientists.

When collaboration as a competency is applied in science, learners

• seek to understand diverse perspectives, voices, and ideas, seeing these as integral components of the scientific process
• understand that in science, new ideas often build upon the contributions and ideas of others
• value the scientific contributions of others
• participate in the process of asking scientific questions of themselves and others and actively listening to responses
• contribute by working through differences, and show a willingness to compromise or change perspective in response to scientific evidence, as participating members of scientific teams
• collaboratively gather and interpret empirical data, striving for a shared understanding of its scientific meaning
• commit to their role as part of a team with a collective purpose toward a common goal in inquiry, design, and decision-making processes

Communication in science involves interaction with others to share scientific ideas and information in diverse contexts. The clear communication of scientific information is a vital part of the scientific endeavour. What is communicated as scientific knowledge must be credible, open to interrogation by experts, testable, and verifiable. Scientific communication often conveys information in mathematical, graphical, and technical formats, and must acknowledge the limitations and uncertainties inherent in quantitative empirical investigations. The language and symbols within narrow fields often become extremely specialized. Communication among fields, and from scientific communities to the public, often requires interpretation by teachers, journalists, and other science communicators.

When communication as a competency is applied in science, learners

• express ideas and organize information, including uncertainty and error, clearly and succinctly using appropriate scientific terminology and representations
• use multiple modes and forms of communication, which take into account purpose, context, and audience, to share scientific ideas
• understand how their words and actions shape their identity, whether in person or online
• use their scientific background and context cues to enhance understanding of scientific communications
• seek to understand the scientific perspective of their peers through active listening and questioning
• deepen their understanding of scientific ideas by making connections and building relationship through conversation, discussion, and interaction in a variety of contexts and through varied media
• advocate for themselves and others in constructive and responsible ways to strengthen their scientific community