ABSTRACT
The new trends in primary school science education are, however, no longer all that new. Science education should start early and introduce children to an orderly process of learning from and about the world in which they are growing up. There developed a lack of understanding, or too much misunderstanding among the populace of what science and technology was about. The world in which they grow up must be on the scale of the children's perception: its boundaries are confined to the familiar environment in which the children play, skip and run around, in which they hide and seek, in which they are given food, and which they share with family, school and friends. Even though there is a clear distinction of purpose between science and technology, even in primary classes, both are learned through activity, through working with materials, and by the exercise of appropriate skills.
