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 families—and many of whom went on to take (and pass) the AP physics exam. His approach was so successful that it has been replicated across the state and in countries around the world.
Goodman himself never took any science beyond biology in his own high school experience. Needing to fulfill a science requirement at New York University, he took a physics course because it was the only class that fit into his schedule.…Read More