© 2019

Science Education in Canada

Consistencies, Commonalities, and Distinctions

  • Christine D. Tippett
  • Todd M. Milford

Table of contents

  1. Front Matter
    Pages i-xi
  2. Jerine M. Pegg, Dawn Wiseman, Carol A. M. Brown, Marie-Claire Shanahan
    Pages 37-63
  3. Tim A. Molnar, Dean Elliott, Janet McVittie
    Pages 65-84
  4. Xavier E. Fazio, Astrid Steele
    Pages 103-127
  5. Jrène Rahm, Patrice Potvin, Jesús Vázquez-Abad
    Pages 129-150
  6. Grant Williams, Michel T. Léger, Ann Sherman, Nicole Ferguson
    Pages 151-182
  7. G. Michael Bowen, A. Leo MacDonald, Marilyn Webster
    Pages 183-200
  8. Ronald J. MacDonald, Clayton W. M. Coe, David Ramsay
    Pages 201-218
  9. Karen C. Goodnough, Gerald J. Galway
    Pages 219-243
  10. Brian E. Lewthwaite, Christine D. Tippett, Todd M. Milford
    Pages 245-264
  11. Christine D. Tippett, Todd M. Milford, Larry D. Yore
    Pages 311-337
  12. Back Matter
    Pages 339-349

About this book


This book  offers a meso-level description of demographics, science education, and science teacher education.  Representing all 13 Canadian jurisdictions, the book provides local insights that serve as the basis for exploring the Canadian system as a whole and function as a common starting point from which to identify causal relationships that may be associated with Canada’s successes. The book highlights commonalities, consistencies, and distinctions across the provinces and territories in a thematic analysis of the 13 jurisdiction-specific chapters. Although the analysis indicates a network of policy and practice issues warranting further consideration, the diverse nature of Canadian science education makes simple identification of causal relationships elusive.

Canada has a reputation for strong science achievement. However, there is currently limited literature on science education in Canada at the general level or in specific areas such as Canadian science curriculum or science teacher education. This book fills that gap by presenting  a thorough description of science education at the provincial/territorial level, as well as a more holistic description of pressing issues for Canadian science education.


science teacher education science teacher professional development Foundation Skills Assessment Education Quality and Accountability Office Pan-Canadian Assessment Program indigenous science education science curriculum international assessments elementary curriculum secondary curriculum

Editors and affiliations

  • Christine D. Tippett
    • 1
  • Todd M. Milford
    • 2
  1. 1.Faculty of EducationUniversity of OttawaOttawaCanada
  2. 2.Faculty of EducationUniversity of VictoriaVictoriaCanada

About the editors

Christine D. Tippett, BASc (University of British Columbia), BEd, MA, and PhD (University of Victoria), is an associate professor of science education in the Faculty of Education at the University of Ottawa in Ontario. She was an engineer before she obtained her teaching degree, which influences her ways of thinking about science education. Previously she taught at the elementary and middle school level, working with K-8 students. Her research interests include visual representations, science education for all students, and professional development for science educators (preservice, inservice, and informal). Her current projects focus on preservice science teachers’ images of engineers, early childhood STEM education, and assessment of representational competence. She is past president of the Science Education Research Group (SERG, a special interest group of the Canadian Society for Studies in Education) and is actively involved in the Association for Science Teacher Education (ASTE).

Todd M. Milford, BSc and BEd (University of Victoria), Dip SpecEd (University of British Columbia), MEd and PhD (University of Victoria), is an associate professor in the Faculty of Education at the University of Victoria in British Columbia. Previously he was a lecturer in the Art, Law, and Education Group at Griffith University in Brisbane, Australia. He has science and special education classroom teaching experience as well as in the online environment. He has been teaching at the postsecondary level since 2005 primarily in the areas of science education, mathematics education, and classroom assessment. His research has been and continues to be varied; however, the constant theme is using data and data analysis to help teachers and students in the classroom. He is past president of the Science Education Research Group (a special interest group of the Canadian Society for Studies in Education).

Bibliographic information