While state and education leaders strive to finalize a set of voluntary national standards to enhance the quality of science education, current students are struggling to demonstrate a deep understanding of key science concepts prioritized by these new standards. The results of the first National Assessment of Educational Progress (NAEP), conducted in 2009 and recently released, revealed that students in 4th, 8th, and 12th grades performed poorly when asked to apply higher-level problem-solving and critical-thinking skills in real or simulated laboratory settings. Furthermore, the 2011 NAEP results in science, published last month, showed that less than a third of 8th graders performed at a "proficient" level.
Although these outcomes were expected, concerns remain regarding the challenges associated with improving science education. Merely encouraging states to adopt uniform national science standards, which emphasize the improvement of students’ in-depth knowledge of science concepts, their understanding of connections between these concepts, and their application to the real world, may not be sufficient. Practical obstacles, such as district budget cuts and the pressure to cover curriculum and regularly assess students, may hinder the implementation of such changes. Susan Singer, a professor of natural sciences at Carleton College in Minnesota, emphasized the importance of developing excellent curriculum alongside the implementation of strong standards.
The recent hands-on and computer-based NAEP in science assessments required students to predict and observe particular scenarios, as well as explain the findings of their experiments or investigations. These assessments aimed to evaluate students’ ability to engage in "real-life" science situations, comprehend the scientific concepts underlying their investigations, and reason through these situations. The report from the National Center for Education Statistics highlighted that modern graduates are increasingly expected to perform tasks that demand more than rote memorization and following instructions. Alan J. Friedman, a member of the National Assessment Governing Board, stated that these tests cannot be memorized for and cannot be prepared for through rote practice. Instead, they assess students’ ability to navigate complex environments and utilize their understanding of real-world applications.
Each test was administered to approximately 2,000 students at each grade level. Students were given two 40-minute hands-on tasks or three interactive computer tasks, lasting between 20 to 40 minutes. For example, 8th graders might have been asked to plan a simulated recreation area for a town, assess the impact of different locations on wildlife, and determine the best space to build on. On average, students were capable of accurately reporting observations in scenarios with limited data. However, they struggled when manipulating multiple variables and making decisions as part of running an experiment. Moreover, a higher number of students were able to draw correct conclusions from experiments compared to those who could provide explanations or justifications based on the findings. For instance, although 71% of 4th graders accurately determined how volume changes when ice melts, only 15% were able to explain why based on evidence from the experiment.
The findings were fairly consistent across grade levels, with 12th graders performing approximately 15 percentage points lower than younger students on the interactive computer tasks. The release of these results coincides with a draft of the new national science standards, currently under development by a group of 26 states and led by Achieve, a nonprofit organization based in Washington. These standards focus on scientific and engineering practices, cross-cutting concepts, and core subject matter in science, engineering, and technology. The final standards are expected to be published early next year, requiring participating states to allocate resources towards improving science curricula, assessments, and teaching methods.
‘Fused Knowledge’
While some educators express concern about the outcomes of recent hands-on and interactive computer tasks, others are less worried. Nancy Butler Songer, a professor specializing in science education and learning technologies at the University of Michigan, believes it is encouraging that NAEP officials and national organizations like Achieve are acknowledging the need for changes in science education, particularly the development of "fused knowledge" which combines content knowledge with scientific practices.
These ongoing efforts represent crucial steps towards improving science education, with components including professional development to enhance teaching skills, curriculum and standards to guide instruction, and assessments to measure students’ comprehension of concepts. "We used to have a false understanding of what it means to truly comprehend science," explained Ms. Songer. "It has taken time to uproot this misconception, but we now understand that achieving deep understanding in science requires actively engaging in sophisticated scientific practices. This entails using models, conducting experiments, and applying evidence to concepts in order to genuinely grasp scientific knowledge."
