Many scholars (Greunewald, 2004; Ha

Many scholars (Greunewald, 2004; Hart, 2007; Hodson, 2003; Jickling, 2001; Stevenson, 2007) have been calling for a formal inclusion of EE within existing school science curricula specifi-cally to address students‟ weak ecological literacy skills (Orr, 1992), and to introduce a more authentic, relevant and action-based science curriculum (Bencze & Hodson, 1999; Gough, 2002; Jensen & Schnack, 2006; Smyth, 2006).
In Ontario, Canada, two documents addressing the inclusion of EE in science curriculum were recently released by the Ministry of Education. In 2007 Ontario‟s Curriculum Council pro-duced a report titled Shaping Our Schools, Shaping Our Future (also known as The Bondar Re-port) which examined the state of environmental education in Ontario. The Bondar Report strongly confirmed the importance of EE as a component of Ontario curriculum and called for environmental education expectations and topics to be embedded across all subjects, disciplines and grades (Ontario Curriculum Council, 2007).
In 2008 the Ministry of Education of Ontario released a revised Science Curriculum for Grade 9 - 12 in which an even greater emphasis is placed on a contextual treatment of science based on the Science, Technology, Society, Environment (STSE) model. The curricular expecta-tions for STSE within the secondary science education documents in Ontario have a very strong environmental component that is positioned to introduce and define each of the topics studied. This move in Ontario, precipitated by the two documents, towards an integration or embedding of EE in science curricula provides unique and challenging opportunities for teachers of secondary science, both for their philosophical and epistemological positions and for their classroom prac-tice.