"In 1992, the science community was challenged to create a vision of the scientifically literate person and standards for science education that, when established would allow the vision to become reality" (National Research Council, 1995). The Maryland Team has accepted this challenge. The document they produced reflects their vision of science education in the twenty-first century. This vision is based on the national reform movement, the work of the National Science Teacher’s Association, Project 2061, and the National Research Council.

The Standards communicate a definition of science that goes beyond that of a course of study or the name of a textbook. Science is a body of knowledge developed through the process of investigating that is combined with thoughtful reflections guided by critical thinking skills. This body of knowledge is dynamic and has a dramatic impact on every aspect of social life.

The content of science includes the facts, principles, skills, and processes of the subject area. In this document, the facts and principles (the concepts of science) are classified under five standards: Earth/Space, Biology, Chemistry, Physics, and Environmental Science. The scientific skills and processes are described in the first standard, the Nature of Science. Though the facts and principles are separated from the skills and processes for organizational purposes, they can not be taught in isolation of each other. When the scientific skills and processes are used in the learning experience, students develop a deeper, richer understanding of the facts and principles. The development of the skills and processes of science, which occur predominately in the elementary years, must take place within the context of basic scientific concepts. The learning experience is further enhanced when students are required to use their newly acquired information in a real world, problem-solving situation. The first standard, the Nature of Science, also includes connections to technology and the history of science. These are important perspectives that must be part of the learning experience. They will help students understand science as a dynamic, human endeavor that can lead to an increase in the quality of life for all.