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Summary
Science and technology have had enormous impact on many areas of human endeavor but surprisingly little effect on education. Many large-scale field trials of science-based innovations in education have yielded scant evidence of improvement in student learning (1, 2), although a few have reliable positive outcomes (3, 4). Education involves many important issues, such as cultural questions of values, but we focus on instructional decision-making in the context of determined instructional goals and suggests ways to manage instructional complexity.
