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On Monday, students from Helena middle and high schools provided lawmakers with an immersive science lesson. They appeared before the Senate Education and Cultural Resources Committee to express their concerns about a proposed bill that aims to limit the science curriculum in public schools to only “observable and repeatable” scientific facts. The students argued that this restriction would place them at a disadvantage academically and weaken the teaching of numerous well-established scientific theories.
What theories exactly? According to Senate Bill 235’s opponents, the challenged subjects would run the gamut: evolution, the big bang, plate tectonics, special relativity, string theory. Students explained that while many lines of scientific thinking may be supported by observable fact, they remain broadly theoretical — grounds for continued debate, testing and peer review. That is, in essence, how science works, driving humanity’s advancements and understanding.
Seventh-grader Greysen Jakes from Helena expressed that if these theories are not taught, it would hinder innovation and cause us to regress in science education while the rest of the nation progresses.
Lindsey Read, a senior at Capital High School, emphasized that the effects of SB 235 would extend beyond science classrooms. She highlighted that science is present throughout a student’s educational journey, as scientific theories are frequently integrated into math and history classes. Rob Jensen, a retired science teacher from Missoula, expressed his belief that the bill’s limitations were severe enough to be considered as the most extreme anti-science legislation ever witnessed in the nation.
SB 235 sponsor Sen. Daniel Emrich, R-Great Falls, countered that his proposal was not the existential threat opponents purported it to be. Instead, he said, the bill is an effort to define scientific fact in state law and help students distinguish between fact and theory so they can ask “the right questions.” But public education leaders questioned whether that effort would ultimately prove burdensome, requiring the state to comb through textbooks and lesson plans to ensure compliance. Committee members openly wondered if the bill is even constitutional, or an infringement on the authority of Montana’s Board of Public Education and local school trustees.
Montana Federation of Public Employees President Amanda Curtis expressed her immense delight during the hearing, emphasizing that she had never experienced such enjoyment before. She specifically acknowledged the presence of the students in the room.
Montana’s exceptional public schools provide our students with a well-rounded education in science, civics, and debate, making it an ideal intersection of these disciplines.
