ABSTRACT
This chapter aims to allay some of the concerns by showing that learning experiences in science and technology can be rewarding for both pupil and teacher alike. If optimum learning is to be achieved in science and technology, teachers will need to match conceptual and procedural demands of particular activities to the past experiences and existing capabilities of their pupils. Pupils who experience moderate or severe learning difficulties may need first-hand experience whilst their friends are beginning to cope with secondary materials. An analysis of the nature of the subjects themselves provides a useful starting point. The Non-Statutory Guidance in Science provides useful guidance on the nature of the subjects. Ditchfield advises an approach which takes into account a number of different ways of learning. A. Ward discusses a number of ways in which imaginative and investigatory work can be linked. Ward makes reference to a fascinating project which was started after children complained that their feet were cold.
