Teaching science for the workplace? An analysis of Canadian science curriculum documents

Abstract

This article reports on the analysis of 108 science curriculum documents from the 13 Canadian provinces and territories exploring the explicit links that the science curriculum makes with the world of work. The document analysis was undertaken to examine the extent to which the contemporary Canadian provincial and territorial science curriculum documents represent objectives and goals that relate to science in the workplace. Because Canadian curriculum documents are reviewed periodically, the research was timed so that it captured the moment at which a significant number of these policy documents had been revised and released: December 2004. The article begins with a review of the nature of the knowledge or New Economy. Then previous document analysis research on science curriculum policy is discussed. The present study’s findings suggest that curriculum policy makers are generally inattentive to the world of work and, in particular, to the demands of the New Economy. Implications of the research include the need to review the purposes of science education in Canada. Questions we might ask include, ‘To what extent might school science attempt to bridge the worlds of school and work?’ and ‘How might the bridge be built to this large part of life after school?’