This publication, designed for educators, researchers, and university students, includes articles of theory, opinions, research and practical application pertaining to all levels of educational practice. The first two articles define the place of science in the curriculum, first as a basic study and then as a holistic study. The next three articles examine the implications that Piaget, Piagetian Studies, teaching models, aptitudes, and technology have for improving science instruction and student learning. The last five articles treat some persistent problems and describe some possible solutions: (1) science content selection; (2) science for the handicapped; (3) readability problems; (4) the preservice science preparation of elementary teachers; and (5) closing the widening gap between research and practice. (Author/GA)