ABSTRACT
If science is undertaken with young children, it will have to be so drastically over-simplified as to be valueless as a basis for later studies and the work done will have to be unlearned and a new foundation laid. Primary teachers are aware that there are pressures from some secondary schools to inhibit their undertaking to teach science. Science topics, if they are followed as experimental schemes, have a danger of being divorced from the other work of the class and they may inhibit the interchange of ideas. Children can very easily grow up to think of science as something certain and predictable, for the view of science as something which knows all the answers is a common one held by the person who does not profess to understand science. It was made clear that knowledge of science was to be regarded neither as an essential condition nor a handicap as far as the teachers were concerned.
