This paper reviews the efforts to put science education into contexts that are considered more meaningful and useful than the classical approach. It focuses on S/T/S (science/technology/society) projects funded by the National Science Foundation, and especially on a project at the University of Iowa. Some of the features of S/T/S programs are described. Five major domains for science education are identified and discussed. These include connections and applications, attitudes, creativity, process, and information. Some of the results demonstrating the advantages of an S/T/S focus for school science from an assessment of 300 Iowa classrooms, grades four through nine, are shown and discussed. Included are differences in: (1) student abilities; (2) attitudes; (3) student behaviors judged to indicate degree of creativity; (4) student ability with selected science processes; and (5) acquisition of science information. The paper concludes that, since S/T/S students are so much better at making applications and connecting experiences to others, there is every indication that the information that students possess is useful. (CW)