This study placed emphasis on relevance of the science programs and measured the effect of so doing on twelve intact classes of elementary children's attitude toward science. The purpose of the study was to determine the relative effectiveness of two methods of enriching a science curriculum. A portion of the Conceptually Oriented Program in Elementary Science (COPES) was used for the study. The experimental method consisted of modifying the basic curriculum by encouraging the children to look for applications and examples of the science studied in places other than the science class. The control method consisted of the basic curriculum with no added stress on relevance. The groups were matched on grade level, school, teaching experience of the teacher, and the attitude of the teacher towards science. Pre- and posttests for attitude towards the relevance of science, using an attitude inventory devised by the investigator, were administered. Children were tested for achievement, prior to, midway through, and following treatment, using a test adapted from COPES achievement test. The treatment was of five months duration. From the data analyses, it was found that there were no significant differences between the two methods in changing student attitudes toward the relevance of science, or in their overall achievement related to the instructional sequence. Data related to retention of material learned showed significant differences with the experimental group showing the better retention. (Author/EB)