ABSTRACT
The prospect of adding anything to an already crowded agenda for science is something I would want to resist, so in seeking to outline the day-to-day implications of my position I am also considering how the modern goals of school science might be achieved more effectively, more efficiently, and with greater satisfaction to pupils and teachers. I therefore want to explore the balance amongst the various activities that can go on in science lessons. How much telling? How much ‘doing’? How much puzzling and problem solving? As I see it, good telling and good puzzling can both gain greater prominence, while ‘doing’ should be derived from these and made more purposeful by that connection, and less time consuming.
