Descriptive content - the 'what' of science - has become the neglected component of science education, to the detriment of many learners' ability to link science theories to their direct experience of the natural world.
This paper argues that this situation has arisen as a result of several intersecting historical and epistemological factors, which are outlined. If teachers are to be encouraged to develop more explicit theories of content to inform their teaching, it would be productive to explore and debate this issue.
The full journal article is published in:
SAMEpapers, 2001. p. 265-277