A rationale for the inclusion of "conceptual structure,""science processes,""the nature of science," and "the relationship of science to society" in an operational definition of science education is offered in the first chapter of the report prepared by a conference of State Science Supervisors. In addition, consideration of the nature of the learner is recognized as an important component of science curriculum theory. Later chapters consider possible organization of a science curriculum development effort at the state or local level; the coordination and articulation of the sciences with other areas of the general curriculum, in a unified science curriculum, between grade levels in a school, and within the classroom; and implementation of a science curriculum, including methods of overcoming some implementation deterrents, evaluation, and the establishment of a hierarchy of responsibility from funding scources, commercial suppliers and specialized curriculum projects through state and district supervisors, principals and teachers to the student. All chapters are written from the point of view of the responsibility of state science supervisor in curriculum development. (AL)