ABSTRACT
By the early 1970s J. F. Eggleston and his colleagues were arguing that the classroom and its activities had so far remained a 'black box' in evaluation research related to the science projects, and that it was time to 'lift the lid' to search for patterns of interaction that might have significance for curriculum innovation. In a rapidly changing society in which the place of science was becoming more and more central, attempts by a major pressure group the Science Masters' Association to get change in the direction of more up-to-date knowledge and approach had developed. The formidable problem that faced the science teachers was that there was not any official agency with responsibility for the curriculum. After the end of the Second World War the active core of the Science Masters' Association had devoted much time to secondary modern school science.
