Abstract
The science component of the national curriculum in England and Wales, defined by Statutory Order in December 1991, required all science teachers in maintained schools to teach and assess ‘Scientific Investigation’. This paper comments briefly upon this centrally promulgated and ambitious curriculum innovation and reports a research study of the response of science teachers to it, with particular reference to the teaching and assessment of pupils aged 14‐16. Attention is also given to the implications of the findings for science education policy, for the reform of science education practice and for the professional authority of the science teaching profession.
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