ABSTRACT
For the first time ever, science has achieved a high status within the school curriculum for children aged 5–11. This development has encouraged teachers and researchers to raise various issues for debate, such as:
which are the important concepts?
what is the relative importance of the process of science?
what understanding of science do children bring to the classroom?
how necessary are practical, first-hand experiences?
how can children be encouraged to ask questions, design investigations and choose appropriate ways of recording their findings?
how should we assess a child’s progress in science?
