Developments in primary science: A New Zealand perspective

Abstract The results of a New Zealand research project which sought to overcome major difficulties in primary science education are summarised. These include the development of a teaching approach which gives children's questions priority in investigations, the formulation of a set of evaluative procedures that are congruent with the underlying constructivist perspective, and the development of procedures aimed at changing teachers’ beliefs and practices. Issues relating to the purpose of primary science education, children's learning, and teacher education are discussed.