The Learning in Science Project investigated teaching and learning in science at the Form 1 to 4 level to identify some of the key difficulties in this subject area and to find ways of overcoming such difficulties. Included in this final report are: (1) brief accounts of the three major phases of the research; (2) a list of papers derived from the project; and (3) recommendations of the project's advisory committee. The first (exploratory) phase used structured/unstructured interviews and observations to identify problems related to difficulties in understanding scientific ideas/theories, conceptions held by students, science and everyday language, experiments, and instructional strategies. The second phase, also using interviews/observations focused on the learner, examining students' views about the behavior of phenomena, and their classroom experiences and outlook on science. Four groups were formed in the third phase to examine issues related to concepts in the specific content areas. These include physics (force, friction, gravity), biology (living, animals, plants), chemistry (particles, physical change, chemical change), and an activities group, exploring solutions to some mismatches isolated in the work on students' classroom experiences. Seven recommendations are provided, focusing on dissemination of the project's findings to help teachers assess and modify their instructional strategies. (JN)