although there are these differences of view on the objectivity of scientific knowledge and the criteria for assessing theories, here is general agreement on wo matters of importance to school science. the first is the recognition of pluralism in scientific theories. following from this is acceptance of the revolutionary nature of science; that progress in scientific knowledge comes about through major changes in scientists' theories (of paradigms). this gives science educators the task of 'teaching consensus without turning it ino an orthodoxy.' the second point of agreement is about the nature of observations: these are no longer seen as objective but influenced by he theoretical perspective of the observer. as popper said, '...we are prisoners caught in the framework of our theories'. his to, has implications for school science, for children, too, can be imprisoned in this way by their preconceptions, observing he world through their own particular 'conceptual spectacles'.