ABSTRACT
Any reflection on the significance of the Science 5–13 Project must address two important questions: significance for whom and significance in what context. Science 5–13 has acquired significance in the content of many courses organized by people concerned with pre- and in-service teacher education – a significance likely to rub off in their less structured teacher contacts. Quantitatively the project's significance for others in a position to influence teachers has increased considerably since its funded life; qualitatively the situation is obscure. In qualitative terms the significance of the project for others likely to affect the work of teachers requires an understanding of how different people mediate Science 5–13 intentions in attempts to improve the quality of teacher action. Turning now to the significance of Science 5–13 in the context of general issues of curriculum development, it is appropriate to reflect on both issues of curriculum design and strategies for curriculum change.
