Abstract
Intuition was one of the four key themes for science education that emerged from the Woods Hole Conference in 1957. Despite the considerable influence of this conference on a generation of curriculum projects the intuition theme was almost completely ignored. Recent studies of intuition, including an analysis of Nobel laureates' views of scientific intuition, are considered. This enables several conceptions of the nature and role of intuition in science to be defined, and its importance to be assessed. The assumption that it is also important in science education is examined by considering conditions in science teaching and learning that may encourage intuitive thinking in the light of current research developments that could lead to a new agenda for school science.
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