U.S. high schools are teaching science in a backward sequence of courses that is a remnant of 19th century thinking, says former Harman executive and New Jersey Teacher of the Year Robert Goodman—and changing the order in which science courses are taken and the way they’re delivered can lead to profound differences in both STEM interest and achievement.
Goodman was speaking July 22 at the Building Learning Communities (BLC) conference in Boston, organized by education thought leader Alan November.
