Science classes under the microscope

So far this year, Caleb Coots has learned about cells, microscopes, elements ("atoms, molecules ... well, we did a little bit on molecules, but not in-depth"), organic compounds and the scientific method.

"There's a lot of topics we cover," he said, noting that his science lessons move even faster than when he was in junior high. While he says he loves his biology class, he hopes the same thing doesn't happen as last year, when "there were some things I wanted to learn about, but we had to move on."

His worries are reflected in a national trend: Students are exposed to a broad range of topics but acquire little in-depth knowledge about each one.

A U.S. eighth-grade text has 35 topics in it compared to only seven in Japan, according to a study by the not-for-profit Corporation for a Skilled Workforce.

A study of educational achievement in 41 countries states that American teachers "stress breadth rather than depth." The results come from the 1995 Third International Mathematics and Science Study, or TIMSS, a project of the International Study Center at Boston College.

This lack of focus can help explain why Americans lag behind their peers, researchers say. U.S. 15-year-olds were ranked 24 out of 29 in science literacy in 2005 by the Program for International Student Assessment, which was coordinated by an intergovernmental organization of industrialized countries.

Central senior Steven Kays, left, took notes as Garion Lovig, 15, waited to ask a question during their AP physics class Thursday at Central High School. (Kit Doyle)

"We found that American teachers develop concepts far less frequently," TIMSS researcher James Stigler said in a 1997 article in the International Herald Tribune.

Teachers say this trend has been particularly true in Missouri science classes, where juniors will be tested on three years' worth of material this spring. The mandated science test will cover everything from biology and physics to chemistry and earth sciences.

Some of these courses students may have never taken; the only science requirement in Cape Girardeau is biology, while Jackson requires biology and physical science.

Andrew Helle, a Jackson High School science teacher, said this puts teachers in a difficult position. "Here's the dilemma: Do we decide as a department that the MAP test is the most important thing no matter how it affects the flow of learning?" he asked.

Helle said he has heard of districts in which biology teachers stop teaching biology after the first semester to spend the rest of the year reviewing concepts that could be on the exam, such as geology or astrophysics.

"It's ludicrous, but they're doing it to accommodate for the MAP," he said.

At Cape Girardeau's Central High School, several juniors said the MAP hasn't been discussed yet in their science classes, and they don't see the test as a concern.

"It doesn't really affect me. It affects the school more. So I'm not really that worried about it," said Mick Grace, who is enrolled in Advanced Placement chemistry. Grace said he prefers learning a little bit about each subject instead of a lot about one. In college, when he pursues an engineering degree, he expects to delve more deeply into science.

Junior Quinton Combs is not in a science class at all this year, but will have to take the MAP science exam this spring. "It don't bother me. Rules are rules. It won't count for anything," he said.

It is that very reason the State Board of Education decided to do away with high school MAP exams after this year and implement end-of-course exams the following school year.

"Right now, they take the test, and it doesn't count toward graduation or their grade," said Shaun Bates, a science consultant for DESE, the Missouri Department of Elementary and Secondary Education.

DESE blames the MAP exam's lack of student consequences for plummeting high school proficiency levels; scores decrease substantially as students grow older. In 2006, 35.9 percent of Missouri third-graders were proficient in science, 12.7 percent of seventh-graders were, and only 6 percent of sophomores were. Cape Girardeau and Jackson scores largely follow these state trends.

Micah Janzow, head of science of Central, attributes it to the way science has been tested in the past, with older grades held responsible for years of material and teachers struggling to address all topics.

While he would have liked to see the ACT used to meet federal testing requirements, he is pleased the end-of-course test won't be as broad as in the past.

Cape Girardeau and Jackson teachers argue that even though exam scores may not be glowing, their science courses are rigorous.

Janzow points to his school being one of 382 high schools nationally to be marked with distinction for excellence in science and math in 2007. The naming comes from the ACT Education Division, which studied ACT scores during the 2003-2004 year.

According to Dr. Mike Cowan, principal of Central High School, Cape Girardeau students scored an average of 22.9 compared to the state average of 21.5 in science on the ACT in 2007.

Another bright spot for Janzow is an increase in Advanced Placement, or AP, classes offered in science. This year, environmental science and physics were added as AP classes. Students who get a certain score on AP exams can earn college credit at some universities.

While these may suggest a rosy outlook, teachers debate whether students are more involved in science.

Despite overall student population growth, the number of students earning a math or science degree has remained relatively stagnant at Southeast Missouri State University. In 2002, 798 students pursued a degree in the College of Science and Math. In 2006, the number was 814, an increase of 2 percent. During that time, Southeast grew from 9,534 students to 10,292 students, an increase of nearly 8 percent.

At the high school level, Janzow said he has tried three times to form a science club, to no avail.

"Each time it has failed by lack of interest by the students," he said.

However, he has seen an increase in student interest in AP science courses.

Nita DuBose said there was only one section of physics offered in the school last year. Now she teaches that one class, plus two additional AP physics classes.

Janzow is unsure whether students' interest in science is growing or whether students are taking the classes to gain favor on college applications. Either way, he says, it's a good thing.

lbavolek@semissourian.com

335-6611, extension 123