The quality of science education is a pervasive concern in educational improvement efforts. Until the 1950s, science teaching was essentially content-oriented and the prevalent instructional delivery system was lectures. But, the launching of Sputnik in October 1957 acted as a catalyst for a rethinking among science educators all over the world. The science competency of Russia was envied by the science educators, especially in the United States of America. The event provided a strong impetus to revitalise science education in the United States (Welch, 1979). India in her post-independent decade was re-examining the Wardha Scheme (1937) and was trying to understand the then existed secondary and university education.