Science Education Gets Turned Upside Down ; Physics Comes First, as a Foundation for Biology

By Savoye, Craig | The Christian Science Monitor, September 18, 2001 | Go to article overview
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Science Education Gets Turned Upside Down ; Physics Comes First, as a Foundation for Biology


Savoye, Craig, The Christian Science Monitor


Last year, the San Diego school system got some bleak news about its science program.

A review showed that only 32 percent of the district's 143,000 students were eligible for the University of California system - in part because most were taking only two science classes. At the same time, a university research group discovered that the district's high school students thought school was too easy.

Those dismal results prompted city educators to take action. The science graduation requirement was increased to three years. In addition, the order of science classes was reversed.

The goal was to improve the science skills essential to kids in an age when stem cells and missile defense are daily topics.

"This is simply a matter of us stepping up to the plate and saying we have to get science in order in such a way that our students can move on to the university system," says Kim Bess, director of science for the school district. "Our approach is: Science education is for everybody; we're not going to have have and have-not students anymore. Whether it's an inner-city school or a coastal high school, we want everyone to have the same high- quality opportunities."

But the move sparked more than a few protests over lowered standards.

Traditionally, high-schoolers have taken biology as freshmen, chemistry as sophomores, physics as juniors. But some researchers concluded that freshmen now lack the prerequisites in physics and chemistry needed to navigate through a modern biology curriculum.

So San Diego flip-flopped the progression: freshman physics, sophomore chemistry, and junior biology.

That created its own domino effect. The physics class had to be redesigned so that all students, rather than an elite 20 percent, could master it. Much of the hard-core trigonometry and calculus was removed.

At the same time, the system needed more physics teachers, who are as elusive as neutrinos. University coursework had to be developed that allows San Diego science teachers without a degree in the field to become certified physics teachers. Teachers newly assigned to the freshman physics course will receive two weeks of training provided by outside experts.

San Diego also hopes to make learning experiential and relevant. A typical course of study will involve students choosing a sport they enjoy and exploring the physics involved - the rules of friction, the laws of gravity - and then defending their results before the class.

But some district physics teachers decried the "dumbing down" of the freshman physics course, and local residents made their objections known at school board meetings, on talk shows, and in letters to the editor.

In the latter half of the 1990s, especially, science education has received considerable national attention and study. At least until this year, flush federal and state budgets have allowed for adequate, if not increased, funding.

"Science education is probably getting more attention right now than it ever has," says Harold Pratt, president of the National Science Teachers Association (NSTA) and a 45-year veteran of in the field. "We're making more strides ... we're learning more than we ever have in the history of science education."

Yet science test scores, as measured by one global indicator, were largely stagnant from 1996 to 2000.

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