It is true that in science, especially primary science, the outcomes of activities are often set and closed. Pupils are expected to get the ‘right’ answer, and if they do so, their experiment is deemed to have succeeded. Unfortunately, this may result in children developing the idea that science is a set body of knowledge, and as such, exploration is pointless, since it’ll simply take them to the same conclusions other people have already found – an attitude which is the complete antithesis of scientific thinking!