This article is a contribution to the search for evidence-based models of learning to improve science education. The author believes that modern teachers should look to the sciences of cognitive psychology and neuroscience to build a science of science teaching. Understanding the relationships between learning and the brain's structure and function is still relatively crude but, with increasingly sophisticated ways of "seeing" healthy brains function, cognitive neuroscience will play a significant role in understanding more about learning. In this article, the author discusses some evidence-based general principles that could improve science teaching.