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Upper secondary science education has a special place in the whole curriculum and in science education across different age ranges. It aims to be a preparation for future and continuing studies for some and to be a concluding episode for others. In many countries, it is the start of an obvious differentiated program based on the potential demands of highly varied future careers or on providing an understanding of the cultural input of science. It should not surprise readers that different countries have adopted different approaches, but it is interesting that there is so much similarity in content and aims. This is particularly so given the wide disparity in resources and wealth in the countries represented in this book. |
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