I wrote this book after talking to a group of teachers at a science workshop in 2003. They conveyed to me a palpable sense of frustration. They experienced a tension between how they wanted to teach science and what they actually found themselves doing. They wanted to have more autonomy, be creative and take risks but felt restricted by schemes of work and expected outcomes. It would be reasonable to assume that because the National Curriculum is a statutory document and the curriculum is laid out for them, their concerns were about content. This was not the case. They did not so much question the content as methods of teaching and learning. They said:

I cannot teach science how I want to teach it, I try hard to keep my negative feelings from influencing the enjoyment of the lesson. I try to make it interesting in some small way.