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In light of an increased role for conceptual understanding of science in English primary schools, the research reported here investigated the views of force and gravity held by 20 primary teachers, using the 'interview about instances' technique. Results are reported in sections dealing with definitions of force; gravity and weight; views of friction; combinations of forces and the concept of a resultant force; reaction forces; force and motion; and finally, the teachers' use of scientific language. Nearly all of the teachers had views of these concepts that were not in accord with generally accepted scientific interpretations-most held views similar to those of children reported by other researchers. Some implications of the findings are discussed.

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Features of conceptions about energy that emerged from in-depth interviews with 20 practising primary teachers are described; their significance is assessed in the light of the demands that will be made on primary teachers by the requirements of the National Curriculum.

The work described here is set in a context of considerable national and international debate about the nature of sustainable development and education for sustainable development (ESD). It describes how nine primary school teachers translated a particular conceptualization of ESD into classroom teaching. The conceptualization which informed the work was that set out in a report produced by the Panel for Education for Sustainable Development, a working group which advised on the introduction of ESD in the revised National Curriculum for the year 2000. The findings are based principally on interviews with teachers and pupils, both before and after teaching. Examples of pupil learning are given to illustrate what might count as ESD in these young children. A concluding section examines the teaching and learning in light of current literature on the nature of ESD.