ABSTRACT
Science advisers exploited the new climate of opinion, running courses, persuading groups of teachers to produce teaching materials and generally devoting a high proportion of their professional time to primary schools. It seemed that more than ever before they were working in close collaboration with teachers, and many of their strategies show imagination and ingenuity. Apprehensive teachers, lacking in confidence, were apparently less willing to embark on practical science, especially the exciting kind that begins with observation of the environment and follows children's own questions. One national industrial concern is producing videotapes on science teaching, and the very first is about primary schools which are developing science policies. Important line of development is the involvement of a whole school staff in developing a policy for science. Once a staff has decided on the role of science within the total curriculum they then have to examine a number of very important detailed questions.
