Common misconceptions of children that may interfere with their learning science are discussed, including three aspects of science programs: complexity, fragility, and unclear learning outcomes. Special attention is given to the Science Curriculum Improvement Study (SCIS). Methods for solving problems dealing with students' misconceptions are then explored, including the improvement of program materials, the identification of the misconceptions, teacher collaboration, student writing, and the production of better teaching guides. Finally, improvements in science instruction are suggested: the teacher's focusing on conceptual change, the use of student learning to connect lessons, and the use of integrating frames. (CS)