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There is a major mismatch between opportunity and action in most education systems today. It revolves around what is meant by education, a term that is incorrectly defined in current usage. Rather than learning how to think scientifically, students are generally being told about science and asked to remember facts. This disturbing situation must be corrected if science education is to have any hope of taking its proper place as an essential part of the education of students everywhere.
Bruce Alberts (Thu,) studied this question.