Current thought in neuropsychology, philosophy of cognition, and science education is synthesized to provide a perspective on modern learning theory and instruction, especially in relation to some emergent ideas in science education reform. A critical analysis of current philosophical perspectives suggests that older dualistic views and those based solely on biological structural -functional analyses may be insufficient to explain an active role of the learner in information processing as included in modern learning theories. An approach emphasizing correlations and patterns in neurocognitive processing of information is suggested. Ten principles of modern neurocognitive science are presented as a context for an analysis of some current models of learning and instruction in science education, categorized generally as "learner-centered." Issues addressed include information processing, constructional processes in memory, self-regulation, problem-solving, and the role of multimodal instructional strategies in enhancing learning.