The evolution of teaching science

Kellie Phillips hasn't taught the kinetic theory of matter to sixth-graders before, but her students will learn about it next year.

The problem: Missouri's grade level expectations calling for the kinetic theory of matter to be taught in sixth grade don't say anything about teaching a lesson on atoms.

"You can't teach the kinetic theory of matter without teaching what matter is," said Phillips, a science teacher from Central Middle School.

Phillips and about 15 other elementary and secondary science teachers from the Cape Girardeau School District are spending two weeks this summer rewriting the science curriculum for kindergartners through seniors in the district.

The changes to the curriculum are based on the Missouri Department of Elementary and Secondary Education's grade level expectations, or GLEs, and are tied to the Missouri Assessment Program tests given to all students each spring.

The science portion of the MAP will take on new significance in the next two years under the federal No Child Left Behind Act, and districts across the state are making changes to their science programs in response.

Under NCLB, which was enacted in 2001, the format of the science tests will change in the 2007-2008 school year. In Missouri, fifth-, eighth- and 11th-grade students will take the test instead of the current third-, seventh- and 10th-grade layout.

But more important than grade alterations is how MAP is changing the way science is taught in the classroom and, in some cases, upping the amount of science courses students must take.

"We've come to the decision we can't teach all that is required on the MAP, so we're focusing on the process of science," said Andrew Helle, a science teacher at Jackson High School. "Students need a lot of practical knowledge, not drilling. It's more hands-on, real-life science. That's what makes the difference."

Jackson science teachers will gather later this summer to review their curriculum and align it with MAP. Although it's not the case in Jackson, Helle said, attempts at complete alignment have led some Missouri districts to turn specific science courses such as biology and physics into general science courses that encompass several areas.

"That lacks continuity, just to bow to the power of MAP," Helle said.

For the past three years, MAP testing in science and social studies has been voluntary for Missouri districts due to a lack of funding. Districts such as Cape Girardeau and Jackson that could afford to take the tests, which cost around $8 per student, did so. Others, including Scott City School District, chose not to participate.

In preparation for the 2008 required testing, Scott City superintendent Diann Bradshaw Ulmer said her district is considering taking the science test next year.

"We're learning toward doing the science to get our minds back in gear. But it's still a cost issue," Ulmer said.

The final decision has to be made by Wednesday.

Ulmer said the impending changes to the science tests prompted her district to increase the number of science credits students are required to have for graduation. In the past, students were only required to take a science course their freshman and sophomore years.

Beginning with the class of 2008, however, Scott City High School students must take a third science course their junior year to prepare for the 11th-grade MAP tests.

'Just a refinement'

Dr. Rita Fisher, assistant superintendent in Jackson, said the changes to the science tests and the state standards has helped specify what lessons should be taught at what grade level.

"The main thing is I don't see this as anything different, just a refinement of what we already had," Fisher said.

Fisher said the MAP has led to a change in teaching styles, from fact memorization to application of knowledge.

"Change is always difficult. It's the same thing with teachers, but the needs of students are different today than 10 years ago," she said.

cmiller@semissourian.com

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