Science culture

This component enables representatives from science organizations to come into the classroom and share their scientific or technological process with the students in a workshop setting.

It also enables students to go on field trips to science organizations.

This component encourages diversity in the cultural projects offered to students throughout their education.  It is intended to contribute to the development of young people’s critical judgment, to help them acquire a better knowledge of themselves, others and the world, and to bolster their self-esteem and feeling of belonging. 

Science organization representatives are invited to share their scientific and technological approaches, along with various aspects of the related trades and professions, with the students, and to encourage the students to be active participants.  

To do this, they may deal with all areas associated with the sciences in the curriculum and with the world of contemporary science. This includes:

• natural sciences
• environmental sciences 
• earth sciences (mines, fossils, geology)
• health and life sciences
• agriculture and food science
• chemistry
• physics
• engineering
• astronomy and astrophysics
• energy (hydroelectricity, green energy, etc.)
• digital technology
• computer science
• robotics
• artificial intelligence
• transportation (rail, water, air, etc.)
• science and technology (in general)

Field trips may also involve natural or industrial sites, or living collections.

The students take part in projects that bring them into contact with the processes associated with science or technology, as well as the different aspects of the trades and professions in these fields. Given that these workshops are meant to be hands-on, they cannot consist exclusively of shows, presentations, classes or demonstrations that do not actively involve all the students.

Representatives of organizations that participate actively in science culture may encourage students to:

• reflect on and discuss ideas
• acquire scientific or technological knowledge or skills
• learn about scientific communication and popularization

Representatives of science organizations can help young people to develop critical judgment and a better understanding of themselves, others and the world, in addition to bolstering their self-esteem and feeling of competency. The teacher must properly prepare the students for these activities, in collaboration with the representative of the science resource listed in the Répertoire culture-éducation  or the Supplementary list of organizations [available in French only].

It should be noted that the representative(s) of the science organization may carry out activities several times for the same project and that, when carrying out a science culture project, this person or these persons in no way substitute for the teacher. Accordingly, the teacher must be present for all project activities.