The science teachers found that the choice of activities in their teaching of the National Curriculum, by far the most frequently reported activity was 'practical work in groups' closely followed by 'scientific investigations for assessment' (Donnelly and Jenkins 1999). On the other hand Nuffield foundation organised a series of seminars to which science educators from schools, universities, LEA's and the outcome of these seminars were expressed through ten specific recommendations. The key recommendation identifies the fundamental weakness of the current science curriculum as the lack of clear aims.Macaskill and Ogborn (1996) stress the importance of teaching about capability of knowing about the importance of technology in our lives and the connection between science and technology. Millar (1996) have drawn attention to the need for developing scientific literacy in the population. Ratcliffe (1998) explained that the good practice in science lessons should clarify the purpose of the discussion; make the science un-open; emphasise the nature of the evidence; use a framework for analysing discussion; value pupil's opinion; group pupils carefully and review the activity. Another approach to Nature of science is through open ended investigations in science which involve problem solving. The first version of the National curriculum had 17 attainment targets. Sc17 was significant; the reason was Sc17 was entitled 'The Nature of Science' with the rationalization of the National Curriculum in 1992 and a further reduction of the number of attainment targets from 17 to 4, the latest GCSE courses as what is now called 'How Science Works'