The thesis argues for a more socially relevant science curriculum. The author reports that professional views of senior secondary science teachers and advisory inspectors in relation to social relevance and possibilities of curriculum change were sought by using questionnaire survey. Findings suggest that most respondents considered socially-oriented desirable and important for maintaining interest and making it more practical, creating links with everyday life. Topics related to energy and health were rated as top priority. Then, respondents considered open-ended discussion and ethical issues undesirable and unimportant.