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FCAT Review Shows Science Disconnect

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The Associated Press

Published: September 24, 2008

TALLAHASSEE - Florida students have misconceptions about science, and they need more practice demonstrating its concepts and relating them to the real world, according to an analysis of the state's standardized test.

The Department of Education on Monday released the first "lessons learned" analysis of the Florida Comprehensive Assessment Test's science component. It covers tests given to fifth-, eighth- and 11th-graders from 2003 to 2006.

The analysis is available online now. A printed version will be distributed in November to teachers across Florida.

It "offers valuable insight for improving science instruction in the classroom," said Education Commissioner Eric J. Smith.

Scores have improved a bit since the 2006 test, but this year less than half of the state's public school students scored at or above grade level - 43 percent in fifth grade, 40 percent in eighth grade and 38 percent in 11th grade.

The results showed students are hampered by common misconceptions such as thinking plants get their energy by "eating plant food" instead of from the sun through photosynthesis.

"Teachers should modify instruction to address these misconceptions, especially after classroom assessments reflect these misconceptions," the task force wrote.

The report also recommends more practice demonstrating and explaining scientific concepts and processes, especially in writing, because FCAT results show students are struggling with developing a deeper understanding of science.

"Teachers should provide a broader focus on scientific concepts and process in a 'big picture' sense," the task force wrote.

It called for more hands-on experiments to help students understand cause-and-effect relationships and the real world application of science.

The panel also urged teachers to use correct science terminology, especially when a scientific term differs in meaning from its everyday usage.

The State Board of Education in February passed new science standards designed to improve student performance but not without an extended controversy over evolution. That term had never before been used in the standards.

The board agreed to compromise by calling evolution a "scientific theory." In science a theory is a concept borne out by experimentation, not mere conjecture.

That concession did not satisfy evolution opponents and doubters who took their case to the Legislature. Lawmakers, though, passed neither of two competing evolution bills.

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