This position paper argues that nothing is as important in science or science education as evaluation. Five crucial ways in which evaluation enters science education are detailed and the legitimacy of evaluative knowledge is established. The specific curricular possibilities of evaluation in science education are outlined. (BT)

The author proposes that science curriculums be altered from teaching specialized subject matter and that more time be devoted to applying the disciplines to practical problems as well as imparting competencies in inquiry and values and attitudes concerning evidence and argument, certainty and uncertainty. (BR)