One of the principal goals of science education is that students develop an understanding of the nature of science (NOS), which is considered to be a key element in the achievement of scientific literacy. The capacity to learn, know and use science and technology to cope with the challenges of everyday life has become a commonly desired outcome of science education. Through the teaching of the NOS it is believed that our children will become better citizens, more conscious of their role within their community and environment. Ultimately, the goal is to safeguard our world for future generations. (Martin et al., 2000; W. F. McComas & Olson, 1998). How to properly and accurately address the NOS teaching in classroom practice has been the subject of diverse and intense debates (Bell, Abd-El-Khalick, Lederman, McComas, & Matthews, 2001). The disputes revolve around different aspects of NOS teaching and learning and each brings various issues into play. Educators need a more practical way of thinking about NOS when developing their curriculums. In my thesis work I provide a survey of the contemporary debates about the NOS and science education improvement. After reviewing the literature, I developed a set of curriculum design principles that I call the Basic Principles for Curriculum Development (BPCD). These, I propose, should be taken into account when developing science curricula that effectively addresses primary NOS principles. I want to emphasize that rather than pretending to use these curricular principles as the ultimate tool for science instruction, the BPCD should be used in combination with other curriculum development ideas and pedagogical strategies.