Some interesting work currently being done in science education research is with scientifically misconceived ideas about the causes and mechanisms of natural phenomena. Though not stated explicitly, it can be inferred from the corpus of this misconception research that an assumption of homogeneity among students is made, even where there is gender, racial, and cultural diversity among students. Specifically, it is assumed that students come into secondary and college science classes with relatively homogeneous, fundamental views of the natural world, capable of assimilating and valuing modern scientific understanding when science knowledge is presented in traditional inquiry fashion. This paper is a theoretical work on the fundamental, epistemological structure of the mind, or more simply, world view. The researcher believes that it is a mistake to assume that there is worldview homogeneity in the typical classroom and that this assumption retards a more comprehensive understanding of factors that lead to science achievement and positive science attitudes. Specifically, the purpose of this paper is to present a logico-structural model of world view and to discuss its potential for use in science education research. Although this paper begins with a focus on science misconception research, it is intended that the relevance of worldview theory to other research interests become evident. (CW)