Abstract: sive national curriculum efforts of the 1960's seem like natural evolution in retrospect. The BSCS, PSSC, CHEMS, ESCP and all of the other alphabet courses are becoming ancient history in spite of the millions of dollars spent in preparing the materials and retraining in-service teachers to use them. The revolution has brought an ever frantic search for relevance in education and science. Education is no longer the docile servant of the status quo providing a neat link to the past and at best the present. Education is becoming a force for change and for improvement. Helen Bain, a former president of NE A, stated this well when she proclaimed, "We will no longer be the victims of change. We will be the agents for change. " This change is particularly significant in science education. Part of the revolution in education during the 70's includes an anti-science element. The ordinary citizens and students in secondary schools have become disillusioned with science as a field of activity and as a major area of concern for schools. Science and science courses have become a modern "whipping boy." The antiscience attitude of the public is discernible on all sides. Philip Handler, as President of the National Academy of Science in the U. S., stated this particularly well when he said:1