I'm interested in the pipeline challenge of getting from science research to transformationally-improved education content, and I have a question. It's been su

I'm interested in the pipeline challenge of getting from science research to transformationally-improved education content, and I have a question. It's been suggested[1], in the context of preK science education, that students have a human right to make sense of their world "now". That's very not the focus of current content. But what might it look like? Here, one might tell a 4 layer story. (Or maybe 6, with mantle and crust? - slightly-stirred,not,slightly,stirred,stirred,not?) Perhaps with near-surface deposition of sunlight energy stirring the middle layers. Perhaps integrated with a story of Earth's thermal-management BBQ roll, mixing too hot Sun and too cold deep space. But integrated storytelling isn't what we're set up for. Especially when it requires direct-research expertise to explore for and craft viable stories, as here with "is the atmosphere an upside down ocean?". I mention this to ask a meta question. I've struggled to find exploratory discussion, both of potential stories, and of the potential for such an approach. Any suggestions? For a quick additional example, descriptive material properties like slimy, sticky, crunchy, firmness, and moldability, are kindergarten content. And they're quantitative rheological quasi-properties. But where might one explorationally discuss the possibility of students sorting K-familiar materials into Ashby-like[2] diagrams? If anyone has any thoughts, any at all, I'd appreciate hearing them. Thanks. [1] https://scholar.google.com/scholar?hl=en&as_sdt=0%2C22&q=larimore+vision+2020&btnG= https://scholar.google.com/scholar?hl=en&as_sdt=0%2C22&q=lar... [2] https://www.google.com/search?q=Ashby+diagrams&tbm=isch https://www.google.com/search?q=Ashby+diagrams&tbm=isch