The focus of the paper is on effective teaching of science in primary schools. The authors report that two groups of teachers, specialized science teachers (teachers taking science as their elective in the teacher education program), and general teachers (teachers taking electives other than science) were compared in the extent and how well the conceptual change strategies were used in teaching a primary science topic. The paper then describes and interprets the effectiveness of science teaching in primary schools and highlights significant differences among specialized science teachers and general teachers.
