ABSTRACT
Joan Solomon (1997: 4) argues that ‘no one who is without curiosity has a hope of understanding what science is about’. For this reason she believes that how we teach children is at least as important as w hat we teach them, if not more so. She identifies two ground rules for fostering children’s curiosity:
• the ‘locus o f con trol’ must reside with the learner • the ‘instructional density', that is the amount of teaching, must not inhibit or
get in the way of the child’s thinking and decision-making so as to remove the activity completely from them.
