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.

This book showcases current science education research in Canada, from Grade 8 to university. It provides a rich portrait of science teaching and learning at the secondary and tertiary levels across content areas and research methodologies. Research contexts include chemistry, oceanography, physics, and STEM; research approaches include action research, case study, mixed methods, and document analysis. Chapters build upon themes that emerged from our previous Springer book Science Education in Canada (2019) including environmental education (e.g., ocean literacy, place-conscious pedagogy), Indigenous perspectives (e.g., water stewardship), and assessment (e.g., formative assessment practices), and represent a cross section of the current mosaic of science education research in Canada in high school settings (and beyond). This book, when taken in conjunction with its companion volume Exploring Elementary Science Teaching and Learning in Canada (2023), enables readers to develop an in-depth understanding of current science education research across the country. Although this book reflects a Canadian perspective, its themes are of interest to both domestic and international audiences.

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.

This book showcases current science education research in Canada, from Grade 8 to university. It provides a rich portrait of science teaching and learning at the secondary and tertiary levels across content areas and research methodologies. Research contexts include chemistry, oceanography, physics, and STEM; research approaches include action research, case study, mixed methods, and document analysis. Chapters build upon themes that emerged from our previous Springer book Science Education in Canada (2019) including environmental education (e.g., ocean literacy, place-conscious pedagogy), Indigenous perspectives (e.g., water stewardship), and assessment (e.g., formative assessment practices), and represent a cross section of the current mosaic of science education research in Canada in high school settings (and beyond). This book, when taken in conjunction with its companion volume Exploring Elementary Science Teaching and Learning in Canada (2023), enables readers to develop an in-depth understanding of current science education research across the country. Although this book reflects a Canadian perspective, its themes are of interest to both domestic and international audiences.