Kathleen Metz has suggested that application of theories of developmental psychology to children's science instruction has led to underestimation of children's competence and potential. This review proposes use of developmental psychology as a guidepost rather than a constraint in developing science curricula. (SLD)

Relevant studies from curriculum research are reviewed and presented under the categories of the relationships of research to practice, and the nature of knowledge production and utilization (KP&U). Each of the three topics deal with KP&U in general, related work within education, and work specifically related to the curriculum. (Author/SM)