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. He talked about how he taught algebra-based physics to ninth graders near Newark, N.J., most of whom came from poor...

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About the Author:

The former Editor in Chief of eSchool News, Dennis Pierce is now a freelance writer covering education and technology. Reach him at denniswpierce at gmail.com.