 Student constructs knowledge with teacher guidance.   Student applies knowledge by the end of the school year. Student reinvests knowledge. E : The letter E indicates that students were introduced to this strategy in elementary school. |
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Secondary |
ST
Cycle One |
ST
Cycle Two |
EST
Cycle Two |
- Exploration strategies
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- Studying a problem or a phenomenon from different points of view (e.g. social, environmental, historical, economic)
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- Distinguishing between the different types of information useful for solving the problem
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- Referring to similar problems that have already been solved
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- Becoming aware of his or her previous representations
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- Drawing a diagram for the problem or illustrating it
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- Formulating questions
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E |
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- Putting forward hypotheses (e.g. individually, in teams, as a class)
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- Exploring various ways of solving the problem
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- Anticipating the results of his or her approach
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- Imagining solutions to a problem in light of his or her explanations
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- Taking into account the constraints involved in solving a problem or making an object (e.g. specifications, available resources, time allotted)
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- Examining his or her mistakes in order to identify their source
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- Using different types of reasoning (e.g. induction, deduction, inference, comparison, classification)
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- Using empirical approaches (e.g. trial and error, analysis, exploration using one's senses)
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- Ensuring that the procedure is appropriate and safe and making the necessary adjustments
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- Collecting as much scientific, technological and contextual information as possible to define a problem or predict patterns
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- Generalizing on the basis of several structurally similar cases
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- Developing various scenarios
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- Considering various points of view on scientific or technological issues
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- Instrumentation strategies
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4 |
- Using different sources of information (e.g. books, newspapers, Web sites, magazines, experts)
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- Validating sources of information
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- Using technical design to illustrate a solution (e.g. diagrams, sketches, technical drawings)
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- Using different tools for recording information (e.g. diagrams, notes, graphs, procedures, logbook)
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- Using a variety of observational techniques and tools
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- Selecting suitable techniques or tools for observation
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- Analytical strategies
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- Identifying the constraints and important elements related to the problem-solving situation
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- Dividing a complex problem into simpler subproblems
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- Using different types of reasoning (e.g. inductive and deductive reasoning, comparison, classification, prioritization) in order to process information
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- Reasoning by analogy in order to process information and adapt scientific and technological knowledge
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- Selecting relevant criteria to help him or her determine where he or she stands on a scientific or technological issue
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- Communication strategies
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4 |
- Using different means of communication to propose explanations or solutions
(e.g. oral presentation, written presentation, procedure)
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- Organizing information for a presentation (e.g. tables, diagrams, graphs)
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- Exchanging information
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- Comparing different possible explanations for or solutions to a problem in order to assess their relevance (e.g. full-group discussion)
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- Using tools to display information in various formats (e.g. data tables, graphs, diagrams)
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