Various responses to the current crisis in science and technology education have been initiated, including federal aid, responses from industry and professional organizations, and introduction of more than 30 bills into Congress. Reasons suggested for the crisis include the three ideas that defined the curriculum and instruction foci of the 1960s: (1) science when taught in a way that is known to scientists will inherently be interesting to all students; (2) any subject can be taught in some intellectually honest form to any learner regardless of his/her stage of development; and (3) science must be taught as a narrative of inquiry, not a rhetoric of conclusions. These assertions have not only provided a philosophical base but have also caused several problems, including the separation of science and technology into two distinct identities. However, a new direction for science education, based on findings from Project Synthesis, is proposed. This direction focuses on personal needs, societal issues, career awareness, and academic preparation. Descriptions of 18 science programs are provided as examples of programs which approach the ideal state in secondary schools as suggested by Project Synthesis. (JN)