1. Map out a context with one unifying central idea that is deemed important in science *and* is likely to capture the imagination of the student.
2. Provide the student with experiences that can be related to his/her everyday world as well as being simply and effectively explained by scientists’ science but *at a level that “makes sense” to the student*.
3. Invent a “story line” (may be historical) that will dramatize and highlight the main idea. *Identify an important event associated with a person or persons and find binary opposites, or conflicting characters or events* (Egan, 1986) that may be appropriate to include in the story.
4. Ensure that the major ideas, concepts and problems of the topic are generated by the context *naturally*; that it will include those the student would learn piece–meal in a conventional textbook approach.
5. Secure the path from *romance to precision to generalization* (Whitehead, 1985). This is best accomplished by showing the student that
1. problem situations come out of the context and are intrinsically interesting;
2. that concepts are *diversely connected*, within the setting of the story *as well as* with present–day science and technology;
3. there is room for individual extension and generalization of ideas, problems and conclusions.
6. Map out and design the context, ideally in cooperation with students, where you as the teacher assumes the role of the *research–leader* and the student becomes part of an on–going research program.
7. Resolve the conflict that was generated by the context and find connections between the ideas and concepts discussed with the corresponding ones of today.