Discusses the Piagetian stages of cognitive development and their significance to the science curriculum. Refers to research that indicates that a number of concepts incorporated into the Nuffield O-level physics and chemistry curricula come too early in the courses, before many students have developed sufficiently to deal with them. (JR)

Reexamines the traditional role of observation in science and science education. Proposes that since observation is based on some view of the world, it is not innocent and unbiased, but theory-dependent. Discusses possible implications for the science curriculum when reconsidering the role and status of observation in science. (TW)

Discusses psychological applications for science curriculum and instruction, addressing difficulty in learning science (Piagetian theory); meaningful learning (reformulation, application, making use of prior knowledge, learner involvement); value of practical work (acquisition of skills, enhancing learning, motivation); and affective aspects…