A few years ago I was speaking with a distinguished professor of science explaining to him my concern for the low level of science interest among school level students. I remarked that in my view a major contributor to this lack of interest was the methodology used to teach science. Students forsake science because their own orientation to the world does not allow them to appreciate science as it is typically taught (Cobern, 1989a). The professor immediately added to my sentence and believed by the vast majority of qualified practitioners. He went on to say that this dropping away of students is a blessing because it leaves science with only those who are truly capable of doing science. What this professor advocated was the natural selection of science students via the survival of the fittest - science education, red in tooth and claw
