In most classrooms science has been presented as an inert body of knowledge to be assimilated rather than a process of inquiry and a way to make sense of our world. This traditional approach has allowed teachers to cover a great many topics but the quality of learning that it has yielded has proven disappointing. This article outlines some major reform efforts aimed at changing that situation including: the Scope, Sequence, and Coordination (SS&C) of Secondary School Science projects; Project 2061; and the new National Science Education Standards and describes their impact using examples from classroom observations. The related views of some science educators are also presented. Contains a list of nine organizations that can provide resources for improving science education. (JRH)