The intention of this guide is to consider the concepts, skills, facts, and attitudes of science which are taught in school; explore how content might be chosen; argue for a reduction in curriculum content; suggest major topics for science teaching; use examples to illustrate aspects of science content; and consider some of the implications of what is said. This guide, although written mainly for teachers, is an opportunity for science teachers and their colleagues to consider some important issues and to act upon some practical suggestions. Following an introduction, section one deals with what content is, whose content it is, a rationale for reducing content, an example on electricity, and other messages. Section two addresses the allocation of time, outcomes, relevance, competency, levels of attainment, criteria for selecting content, and aims versus criteria. Section three discusses skills, processes, and attitudes. Section four treats illustrations of electricity and relationships. Section five comments on resources and further study. An appendix presents a coordinated science program. Publications for further reading and references are included. (RT)