Computing is anticipated to have an increasingly expansive impact on the sciences overall, becoming the third, crucial component of a "golden triangle" that includes mathematics and experimental and theoretical science. However, even more true with computing than with math and science, we are not preparing our students for this new reality. It is appropriate and compelling therefore to consider how computer science can be fundamentally integrated into science education. This study is a ten-year review (1998-2008) of the "Journal of Science Education and Technology," with the following research questions in mind: What are the intersections at the K-16 level between science and computing? What do K-16 science educators already know about the newly emerged field, computational science?