An application of a systems approach to the improvement of science education from kindergarten through grade 12 is described. The report assesses the need for science curriculum reform, takes into account the philosophies, learning theories, curriculum organization patterns, and teaching strategies being advocated by current leaders in science, psychology, and education, and provides models and guidelines for science curriculum development and instruction consistent with specified goals and current instructional philosophies. Examples of behaviors indicating pupils' attainment of specified terminal objectives are provided for each of the four main goals of science education: attitudes, rational thinking, scientific skills, and knowledge of scientific processes, principles, concepts, and generalizations. An annotated bibliography precedes appendices detailing a conceptual scheme useful for selecting content, outlining methods of assessing needed teacher competencies, and analyzing alternative teaching strategies. (AL)