This three-part yearbook begins with a characterization of science education practices based on extensive national studies conducted during the period 1977 to 1983 and a discussion of several efforts which address the current crisis in science education. The second part consists of essays focusing on practical, program, and on political and policy concerns in science education. Among the areas examined in these essays are whether or not: scientific literacy makes a difference; basic beliefs of scientists and society are tapped in schools; science is made available for all students and for women; science is linked with industrial and local community resources; the individual uniqueness of students is tapped in school science; school science nurtures creativity; science teacher preparation nurtures effective science teaching; teacher's knowledge improves his/her instruction; school science taps the key resource of the elementary principal; school science fits the needs of each learner; school science enhances writing and language literacy; and whether or not science teachers influence political or policy decision-making. The final part, addressing the need for a national identity for science education, discusses a national laboratory for science education and the contributions of such a laboratory. (JN)