Abstract
The ideal elementary science curriculum — and its instructional counterpart — are seldom straightforward. Over the past few years the goal of improving science education in the elementary schools has resulted in fundamental changes in both the content and pedagogy of elementary science teaching. Current thought suggests curricular and instructional frameworks that have important implications for improving the quality of teaching in elementary science classrooms. These frameworks offer a reconceptualization of science in the elementary grades and may ultimately determine what will be taught and how. They may serve to guide elementary science into the next century.
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