Background As a child of the 1950s, I've learnt and taught science as well as lecturing and researching in science education through a period punctuated by significant perturbations in curriculum. All have been well intentioned. Yet, it seems axiomatic that curriculum change in itself cannot cure whatever it is that ails school science. Nevertheless, hope springs eternal. This article considers the extent to which these hopes are well placed, first through a brief and necessarily selective consideration of the historical context of science curriculum development and then through an analysis of the views of experts.