This document discusses the state of science education in primary school before and after the introduction of the National Curriculum in 1989 established science as a core subject. The first half describes research and specific efforts to improve science education in the primary grades. It includes the following sections: (1) "Background to the National Curriculum," which provides a brief overview of past efforts in curriculum reform; (2) "Implementation of the National Curriculum," which discusses strategies used to incorporate science into infant classes; and (3) "Teacher's own scientific understanding," which provides research to support the belief that teacher's subject knowledge plays a major role in effective instruction. The second half of the document encompasses the need for teachers to develop good questions. The discussion includes the following sections: (1) productive questioning in primary science; (2) unproductive and productive questioning; (3) the relationship between the teacher's scientific knowledge questioning style; and (4) suggestions for better classroom practices. (ZWH)