Many researchers in the field of education aspire to influence what actually happens in schools and classrooms. They entered their profession aware of the need to improve educational practice; many of them want to make a difference. Yet few observers would claim that the results of education research are eagerly awaited by teachers, school administrators, those who work at shaping education policy, or the general public. While research findings occasionally capture the attention of a broad audience of practitioners and the public, and indeed exert influence on policy and practice, such instances are all the more notable for their rarity. This essay focuses on one way of possibly increasing the relevance of education research, and improving it. It argues that science education researchers might enhance their impact on practice if they expand the theoretical foundations from which they usually operate and the methods they commonly employ. (Contains 16 notes.)