Epilogue: The Current Context of Canadian Science Education and Issues for Further Consideration

Abstract

This chapter summarizes the characteristics of science education in Canada and identifies pressing issues deserving further consideration, development, and research. Although Canada borders the United States, and the two nations share many economic and cultural relationships, Canada is a unique country with its own approaches to science education. Canada’s science results throughout the six implementations of PISA (2000–2015) have been consistently strong, and educators from Canada are often asked what accounts for this performance. Authors of the preceding 13 chapters—one for each province and territory—have outlined aspects of science education and identified points of interest that might help clarify the complex influences on science education performance. Collectively, these chapters provide readers with a common starting point from which to infer causal relationships associated with Canada’s successes. However, the diverse nature of Canadian science education makes simple, causal identifications elusive. A thematic analysis of policies, structures, and pedagogical approaches across these jurisdictions revealed nine themes that were categorized as consistencies, commonalities, or distinctions within and amongst the various jurisdictions as a basis for a macro-level overview of science education in Canada. This chapter contextualizes these themes and presents emerging and pressing issues in policy, practice, and research.