This review of the findings of recent cognitive science research pertaining to learning and teaching focuses on how science and mathematics are being taught, analyzes how the presence of the computer demonstrates a need for radical rethinking of both the theory and the practice of learning, and points out that if educators fail to consider the cognitive fundamentals of how students learn, computers will not contribute to any genuine improvement in education. A summary of work conducted by Lauren B. Resnick emphasizes her article, "Mathematics and Science Learning: A New Conception," which describes a number of cognitive studies that suggest new approaches to teaching, gives an account of findings obtained from the analysis of multiple observations, and offers views on the learner. A review of research work by Seymour Papert focuses on his views presented in "Mindstorms: Children, Computers, and Powerful Ideas," in which education and computers and the relationship between the two are examined. The ideas of Alfonso Lopez Quintas and several other researchers are briefly noted. Nine references are listed. (Author/LMM)