This thesis is a history of science education reform in Ontario, from 1880 to 1940. It examines successive eras of science education reform in secondary (pre-university) schools, including the rise of laboratory science; the spread of general science programs; and efforts to teach science “humanistically.” This research considers the rhetorical strategies employed by scientists and educators to persuade educational policymakers and the public about the value and purpose of science education. Their efforts hinged in large part on building a moral framework for school science, which they promoted an essential stimulus to students’ mental development and a check on the emotive influence of literature and the arts. These developments are placed in international context by examining how educational movements conceived in other places, especially the United States and Britain, were filtered and transformed in the distinct educational context of Ontario. Finally, the sometimes-blurry boundaries between “academic” science education and technical education are explored, most notably in Ontario in the late nineteenth century, when science education was undergoing a rapid, driven expansion in the province’s high schools. This research contributes to a relatively recent body of literature that promotes a greater appreciation of pre-college science education – an area that has often been overlooked in favour of higher education and the training of specialists – as an important window onto the public perception of science.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/65441 |
| Date | 19 June 2014 |
| Creators | Hoffman, Michelle Diane |
| Contributors | Yeang, Chen-Pang, Gingras, Yves |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0017 seconds