It is suggested that the potential contributions research and development activities can make to the improvement of educational practice are far from fully realized for a variety of reasons. Researchers overlook problems teachers consider important, teachers are skeptical of proposals from external groups, and researchers and teachers lack a mutual appreciation of their problems. It is advocated that practitioners and researchers work together, and examples are cited of gaps in research and development efforts that limit the comprehensiveness of current knowledge of the systems designed to improve science education. (Author/PB)