This study summarizes the results of a quantitative synthesis of the retrievable primary research dealing with the effects of new science curricula on student performance. This study synthesizes the results of 105 experimental studies involving more than 45,000 students and utilizes the quantitative synthesis perspective to research integration known as meta‐analysis (Glass, 1976). A total of 27 different new science curricula involving one or more measures of student performance are included in this meta‐analysis. Data were collected for 18 a priori selected student performance measures. The results of this meta‐analysis reveal definite positive patterns of student performance in new science curricula. Across all new science curricula analyzed, students exposed to new science curricula performed better than students in traditional courses in general achievement, analytic skills, process skills, and related skills (reading, mathematics, social studies and communication), as well as developing a more positive attitude toward science. On a composite basis, the average student in new science curricula exceeded the performance of 63% of the students in traditional science courses.

In 1983, the Richardson Independent School District conducted an internal audit to assess the status of science education. The audit was in anticipation of Texas Administrative Code Chapter 75 which requires an inquiry-oriented, process-approach to the teaching of science. In response to the data, and to national reports advocating a broadening of the science education curriculum to address the needs of all students, the district established a committee to implement and evaluate their new K-6 SCIENCE THROUGH DISCOVERY curriculum. The Science Curriculum Improvement Study (SCIIS) was adopted as the focal component of the overall curriculum with subsequent, planned innovations to occur in accordance with the Concerns-Based Adoption Model.The purpose of this study was to assess the attitudes toward science of students who had completed one year of SCIIS compared to students in non-SCIIS classes. In addition, the attitudes of teachers who received inservice education and who had instructed SCIIS were compared to non-SCIIS teachers. While SCIIS and non-SCIIS teachers possess similar perceptions of science, drastic attitudinal differences were observed between SCIIS and non-SCIIS students. The results indicate that the nature of the curriculum. in conjunction with the neces-0

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Socio-scientific issues should be considered in the course of students' formal education in science as one of the ways in which science education ought to be connected to the goals of sustainable development. Approaches to education in science still perpetuate a way of thinking that is incommensurable with preparing learners to develop the understandings and skills requisite for active participation in an uncertain and complex world. In addition, uptake of science is declining worldwide, poverty is deepening, and environmental degradation is worsening. We argue herein that finding ways to link science education to issues of sustainable development could provide the basis for making science more relevant to learners, as well as better prepare learners for active participation in society. We raise the question: How can science education be more relevant, thereby enabling learners to deal with complex everyday issues and participate in decision-making oriented toward the goals of sustainable development? Drawing on experiences of interdisciplinary dialogue, we illustrate how reformulating the agenda in science education, such that it is oriented toward sustainable development, offers the basis for relevant teaching and learning vis-à-vis the engagement of learners in active learning processes.