Discusses the principles which the author believes are important for the style of primary science in the United Kingdom. These are spontaneity, open-mindedness, and integration. (HM)

Indicates one method for the improvement of primary science instruction is to examine a selected topic and enumerate problems it can pose to the teacher in terms of the nature of science and ease of acquisition of relevant information. Provides examples of this approach in the area of bird study. (GS)

Discusses the results of a survey of primary school teachers in south-west England that investigated the amount and nature of science taught; the teachers' awareness of modern curriculum developments in primary school science; the effect of sex differences; and the effect of science training on attitudes. (MLH)

Discusses problems which act against adoption of systematic science study in elementary schools. Also discusses a research project aimed at developing a model of in-service training and curriculum development in elementary science on a catchment area basis which attempts to address the problems and issues cited. (Author/JN)

Discusses which should be given more emphasis in the British primary science: the content or the process. The advantages and disadvantages of both sides are presented. Content objectives treated in the same way as process and attitude objectives are suggested as content guidelines for primary science courses. (HM)

Describes a two-stage framework for the construction of science courses (grades K-12). Both primary stage (5-11 years) and secondary stage (11-16 years) emphasize scientific skill development and an understanding of scientific concepts. The secondary stage further introduces economic and cultural implications of science. (CS)