Broad parallels exist between the fields of natural sciences and science education. At the same time the theoretical underpinning of science education seems considerably weaker than that of the natural sciences. Constructivism, which is often claimed to provide such a theoretical foundation, has been the subject of prolonged and extensive criticism. This paper briefly and informally explores some of the parallels between the natural sciences and science education, including technology and science education. Moreover, the need for a more solid theoretical basis for technology and science education, as well as science education in general, is emphasised. It is suggested that Polanyi’s theory of personal knowledge could be a suitable alternative to constructivism and that, given the importance of science education for society, it would be beneficial to systematically explore this further.