This report presents a literature review of elementary science and design technology education research. The review is intended to provide direction to the elementary science working groups charged with the responsibility to revise the "Alberta Elementary Science Program" (1996) by reflecting current ideas reported in research literature. The review included journals (primarily from the years 2000-2006) that contained information about K-6 science education, K-6 design technology education, Aboriginal science education and K-6 French language science education. This range of journals reflected the current "Alberta Elementary Science Program" (1996) emphasis on science inquiry and problem solving through technology and a wish to take an inclusive approach to designing the new program. Meetings by the Literature Review Team resulted in identifying the research themes listed below. These themes reflected the main strands of research presented in the literature and were subsequently used to provide the framework for the analysis presented in this document: (1) The Nature of Science, the Nature of Technology, and Science/Technology/Society (Environment); (2) Children's Learning; (3) Science as Inquiry; (4) Design Technology Problem Solving; (5) Teacher Knowledge; (6) Teacher Practices: Instruction and Assessment; (7) Teaching Science in Diverse Contexts, Including Aboriginal Contexts; (8) Teaching Science in French Language Classrooms; (9) Integrating Computer Technology; (10) Research Related to the "Alberta Elementary Science Program" (1996); and (11) Designing Science Programs. The literature review concludes with a section entitled "A Vision for the Future." This section provides a summary list of well-supported ideas that have the potential to influence elementary science programs in Alberta for years to come. As with all ideas presented in the literature, complete consensus among researchers does not exist. However, these ideas are those that enjoy considerable support and should be given due consideration by those responsible for the Alberta program revision. Appended are: (1) Journals Consulted and Number of Articles Reviewed and Extracted; and (2) Teaching Science in French Language Classrooms (Yvette d'Entremont) and Appendix Bibliography. A glossary of terms and bibliography are provided. [This report was written for Alberta Education, Curriculum and French Language Services Branches.]