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Although there has been considerable discussion regarding the need to improve science education in the United States, it has not been easy, especially for scientists who are not educators, to pinpoint specific indicators in individual schools or specific solutions. Bardeen and Lederman focus on two aspects that can give more coherence to science education: the number of years of required science in high school and the need to change the order in which biology, chemistry, and physics are taught to give students the necessary prerequisites for the next stage of study.
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Bardeen et al. (1998) studied this question.
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