This study reports on an investigation into the question of whether a phenomenological approach can enhance the quality of learning in science. The study therefore critically compared the rationale, approaches and outcomes of the various other didactic approaches to teaching and learning in science education. The findings suggest that a phenomenological approach would liberate the study of science from the prevailing static content-centred approach involving the rote learning of content and promote a learner-centred approach in terms of which the learner is regarded as an active, epistemological, psychological and social being. Given the overwhelming current emphasis on the purely cognitive aspects of teaching and learning, it is hoped that this research report will contribute towards (re)humanising and revitalising science teaching.