Page 44 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | science
Understanding science also requires the use and understanding of specialized terminology. In all science courses, students are expected to use appropriate and correct terminology, and are encouraged to use language with care and precision in order to communicate effectively.
The Ministry of Education has facilitated the development of materials to support literacy instruction across the curriculum. Helpful advice for integrating literacy instruction in senior science courses may be found in Think Literacy: Cross-Curricular Approaches, Grades 7–12, 2003.
The science program also builds on, reinforces, and enhances mathematical literacy. For example, clear, concise communication in science often involves using diagrams, tables, graphs, calculations, and equations to represent quantitative data. Many components of the science curriculum emphasize students’ ability to interpret data and information presented in a variety of forms (e.g., symbols, graphs, tables). In addition, physics, chemistry, earth and space science, and biology provide rich problem-solving situations that require students to apply, and help them develop and extend, mathematical knowledge and thinking.
Investigations are at the heart of learning in science. In science courses, students will have multiple opportunities to develop their ability to ask questions and conduct inquiries and research as they plan and carry out investigations. They will practise using a variety of in- quiry and research skills that they need to carry out their investigations, and will learn how to determine the most appropriate methods to use in a particular inquiry or research activ- ity. Students will also learn how to locate relevant information in a variety of print and electronic sources, including books and articles, scientific periodicals, manuals, news- papers, websites, databases, tables, diagrams, and charts. As they advance through the courses, students will be expected to distinguish between primary and secondary sources, to use these sources in appropriate ways and with increasing sophistication, and to assess their validity and relevance.
THE ROLE OF INFORMATION AND COMMUNICATIONS TECHNOLOGy IN SCIENCE
Information and communications technology (ICT) provides a range of tools that can sig- nificantly extend and enrich teachers’ instructional strategies and support students’ learning in science. Computer programs can help students collect, organize, and sort the data they gather and to write, edit, and present multimedia reports on their findings. ICT can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom. Technology also makes it possible to use simulations – for instance, when field studies on a particular topic are not feasible or dis- sections are not acceptable.
Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computers and portable storage devices, CD-ROM and DVD technologies, and/or Internet websites to gain access to science institutions in Canada and around the world. Students can also use digital or video cameras to record laboratory inquiries or findings on field trips, or for multimedia presentations on scientific issues.
Although the Internet is a powerful learning tool, all students must be made aware of issues of privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.
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