Several research studies that can provide direction for improving elementary school science programs are highlighted. Selected results are summarized and suggestions given to elementary school administrators for translating research into action in their schools, action which can lead to improved teaching and learning in science. Studies are presented and discussed in seven sections, the first five sections focusing on: (1) current practices in elementary science; (2) the relationship of research and education; (3) the importance of the principal's leadership; (4) enhancing basic skills through science instruction; and (5) increasing performance with activity-based science, improving reading readiness, and effectiveness of hands-on science. Studies summarized in the sixth section focus on: the importance of the principal's leadership role; effective in-service programs; questioning and wait-time; the effects of student cooperation versus competition; developing positive attitudes toward science; the benefits of and strategies to develop critical thinking skills; what happened to National Science Foundation curricula; and exactly what is being taught in science (suggesting that principals find out what is being taught, at what grade levels, and for how long). The final section presents major conclusions and recommendations. One conclusion is that science programs based on manipulative materials are especially helpful in building reading/language readiness levels in elementary students. (JN)