Science education has two primary aims: to teach children about our accumulated knowledge of the natural world and to help them employ the methods, procedures, and reasoning processes used to acquire that knowledge—in other words, to “think scientifically.” The content of science education comprises examples sampled from the vast and ever-expanding collection of knowledge in different domains and disciplines. The process of scientific thinking is generalized from the practices shared across domains and disciplines. Researchers in psychological science have paid increasing attention to this generalized form of scientific thinking. In this chapter, the authors suggest ways in which the emerging psychological understanding of scientific thinking can inform practical questions in science education.