As a primary school teacher, Rachel Linfield has always been insistent that her students were taught and understood the use behind a particular science fact or process. These days, however, she finds very few students who can recall a single useful science fact that they learned in primary school. Linfield wonders if teaching of the National Curriculum science in England, which relied so heavily on learning content alone, has bypassed the value of science applications to everyday life. Speaking to trainee teachers about their memories of the science they learned in school has led Linfield to believe this may be the case.