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Abstract

An analysis of our efforts with curriculum reform in science during the 60s is offered. Failure to state the problems and to engage all those interested, involved, and affected is noted. Instead of proceeding with the same tactics and using the same rationale for new reforms, a rationale for focusing upon instructional goals and enlarging the research and development team is presented. Basically, a call for treating science curriculum reform as a science rather than an art is advocated.