In science education contexts there appears to be some consensus regarding the "doing" of science but less on the "what for". In this paper we compare and contrast scientists' view of "doing science" with the practice of "doing science" in New Zealand classrooms. After examining and critiquing these experiences with reference to New Zealand and international literature, we identify New Zealand research that indicates more fruitful approaches to doing science in classrooms. We conclude by suggesting an overarching aim for doing science in the classroom that may provide students with a better understanding of the Nature of Science as it is practised in the twenty-first century.