Abstract
This chapter outlines the status of science education in the province of Newfoundland and Labrador. Starting with pre-Confederation, to Newfoundland joining the Confederation of Canada, and then to recent educational reform, Goodnough and Galway situate science education within the broader context of educational change. A description is provided of the education of Indigenous peoples in the province, the current state of the K–12 science curriculum, and the role of Memorial University of Newfoundland and other stakeholders in initial teacher education. The role of several stakeholders involved in the professional learning and professional development of science teachers in the province is also described. Finally, opportunities and challenges for the continuing development of education in NL as it relates to provincial geography, declining student enrolments, Indigenizing the curriculum and respecting Indigenous ways of knowing, and ongoing reform in the K–12 science curriculum are highlighted.
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Goodnough, K.C., Galway, G.J. (2019). Science Education in Newfoundland and Labrador: Mapping the Landscape. In: Tippett, C.D., Milford, T.M. (eds) Science Education in Canada. Springer, Cham. https://doi.org/10.1007/978-3-030-06191-3_11
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