David Hestenes, 1987
As awareness of a national crisis in science education has increased recently, substantial federal funds have been allocated to cope with the crises on the secondary level. However, little of this is directed toward significant pedagogical research, and much of it promotes a reactionary "back-to-basics" approach. I am not alone in the dour prediction that the main result of this movement will be more bad science teaching and in the opinion that substantial pedagogical research will be essential to a more salutary outcome.
from: Toward a modeling theory of physics instruction. Am. J. Phys. 55 (5), May 1987, pp 440-454.