The current curriculum in science is too broad prohibiting depth in level of learning. Some components of curriculum taught by secondary schools are not considered prerequisite for incoming freshman. Curriculum topics and sequence are not known outside of those teaching the course. Educator's pedagogical skills at the secondary and post secondary levels have not kept pace with the current pedagogy and educational research. One reason motivation is low is because students do not see science as a connection to career opportunities.
Students demonstrate general apathy, absence of practical work ethic, and lack of confidence.
Students are leaving secondary school with a fragmented knowledge base of inert content. Students do not demonstrate the ability to transfer knowledge from one science course to another or the ability to transfer mathematics skills to science application. Students do not demonstrate the ability to use critical reading and writing skills when working with technical material. Lecture and direct instruction are used too much and ineffectively. Assessment strategies are not aligned between secondary and post-secondary.