Explains that the science curriculum does little to raise the self-esteem of children from some ethnic groups and is seen by many as irrelevant to their experiences, needs, and interests. Explores ways these deficiencies can be rectified to help all children acquire scientific knowledge, interests, and skills without doing violence to their…

Argues that the failure of modern courses to achieve their declared goals in relation to children's understanding of science has two causes, namely teachers views about the nature of science, and a degree of confusion in the philosophical stance implicit in many science curricula. Presents a philosophical model for curricula. (CW)