Australian Education Review (AER) 51 elaborates on issues raised by the Australian Council for Educational Research (ACER) Research Conference 2006: "Boosting Science Learning--What Will It Take?" It challenges current orthodoxies in science education and proposes a re-imagining that charts new directions for science teaching and learning. Section 1 describes the dimensions of the current crisis in science education, arguing that this has arisen because school science has failed to adequately respond to the changing needs of students, or the changing nature of science and the world it serves. Sections 2, 3 and 4 chart student concerns with classroom science content and pedagogy, and argue that the way forward involves broadening the purposes of school science, and expanding the voices speaking to the curriculum. Section 5 argues for new and broader approaches to teaching and learning. It examines a variety of examples of innovation in school science content, including learning in context, investigative and reasoning approaches, considering contemporary science issues, framing content around citizens' needs, and linking schools with science in the community. In Sections 6 and 7 the review questions what perspectives and knowledge are needed by teachers to support this re-imagining. Models of pre-service science teacher education and school-based professional learning that involve a re-thinking of the science degree are proposed. Finally, a set of strands is developed encapsulating guiding principles for a "re-imagined" science curriculum. (Contains 10 tables.) [Foreword by Jim Peacock. The series editor for Australian Education Review is Suzanne Mellor.]