This book is a collection of research papers and respected philosophical statements on how secondary school students learn science best. Taken together, these papers serve as the basis for the Project on Scope, Sequence, and Coordination of Secondary School Science (SS&C). This book explains where the learning ideas of the SS&C Content Core came from and provides some evidence for how incorporating these ideas can improve students' knowledge, understanding, and appreciation of science. In the first section of this book the SS&C project is defined. The second section contains essays on the following SS&C Learning Statements: (1) Spacing Content Improves Learning--"The Spacing Effect" (Frank N. Dempster); (2) Learning Is Not Improved by Ability Grouping--"Achievement Effects of Ability Grouping in Secondary Schools" (Robert E. Slavin) and "The What, Why, and How of Cooperative Learning" (M. Lee Manning and Robert Lucking); (3) All Students Can and Should Learn Science--Encouraging Equitable Classrooms--"Multiple Inequalities" (Jeannie Oakes) and "Why Girls Don't Know" (Jane Butler Kahle); (4) Students Learn By Practice--Solving Problems, Designing and Carrying Out Experiments--"Education and Learning To Think" (Lauren B. Resnick) and "Science Education: It's Not Enough to 'Do' or 'Relate'" (Kathleen J. Roth); and (5) Learning Is Connecting New Information to Prior Knowledge--"Questions and Answers about Radical Constructivism" (Ernst von Glasersfeld), "Constructivism and the Empiricist Legacy" (Michael R. Matthews), "How Do Students' Views of Science Influence Knowledge Integration?" (Nancy Butler Songer and Marcia C. Linn), "Strategic Teaching in Science" (Charles W. Anderson), "Teaching Science for Understanding" (James A. Minstrell) and "Accommodation of a Scientific Conception" (George J. Posner, Kenneth A. Strike, Peter W. Hewson, and William A. Gertzog). (PR)