Abstract
Science education in Saskatchewan involves unique challenges borne of having urban and rural, Indigenous and non-Indigenous, and immigrant populations dispersed across a large geographical area. This context impacts the crafting of science curricula, provision of cohesive and comprehensive science educator programs and professional development, and consistency in assessment. Publically funded education occurs through public, separate, and Francophone school divisions with federal involvement on Indigenous reserves. Science teacher education occurs through two public universities; both offer direct entry and post-degree programming with similar course requirements. Other organizations under the auspices of these universities also deliver teacher education. Primary challenges for those involved in advancing science teaching and learning involve employing inquiry approaches, engaging in Indigenous ways of knowing, and advancing a variety of assessment approaches.
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Acknowledgments
We would like to thank the following people for sharing their knowledge and ensuring accuracy in this chapter: Shelley Bueckert (University of Saskatchewan), Mark Edmonds (Prairie School Division), Jolene Holtvogt-Briens (Saskatchewan Ministry of Education), Krishan Kapila (First Nations University of Canada), Phil Langford (Saskatchewan Science Teachers Society), Stephenie Leito Csada (Saskatchewan Ministry of Education), John Macdonald (University of Regina), Shelly Tootoosis (Saskatchewan Teachers Federation), and Dawn Wallin (University of Saskatchewan).
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Molnar, T.A., Elliott, D., McVittie, J. (2019). Science Education in Saskatchewan: Inquiry and Indigenizing. In: Tippett, C.D., Milford, T.M. (eds) Science Education in Canada. Springer, Cham. https://doi.org/10.1007/978-3-030-06191-3_4
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