Discusses the research findings of two Learning in Science Projects (LISP) and their influence on the new science syllabus. Considers the extent to which syllabus is based on a constructivist view of learning and refers to the aims of science education.

Discusses the constructivist view of learning which emphasizes, among others, learning outcomes which depend not only on the learning environment but also on the knowledge of the learner. Implications for science instruction are also addressed.

What is our view of science? What is our view of the learning process? How can understanding of these issues help address problems of science education in schools? These are the questions that Driver and Bell address in this classic article. Science, they say, is about the ideas, concepts, and theories used to interpret the world. They then elaborate on six key aspects of the constructivist view of learning, using examples from science classrooms to illustrate the principles. The principles state that learning outcomes depend on what the learner already knows; learning involves constructing meanings; learning is a continuous and active process; meanings are evaluated and accepted or rejected; learners have responsibility for their learning; and some meanings are shared. Adopting a constructivist view of learning has implications for science education, including the importance of understanding students’ prior assumptions; of providing opportunities for students to reflect, have new experiences, and construct meaning; of revising the curriculum to be more developmentally appropriate; and of examining the conceptions which are most useful for students.