ABSTRACT
The intention for this chapter is to discuss the wider implications of the action-based model we have ended by endorsing, starting with the conse quences for educational practice. More specifically, the aim is to consider our model against the theory-based approach which we have now rejected, but which was freely acknowledged to have attractive educational implica tions. With this in mind, we need to remind ourselves of why the theory-based approach seemed educationally so appealing, and as signalled in part I, there are probably two main reasons. First, the implications for teaching are entirely general: they do not imply differing practices as a func tion of topic area. Second, the implications are for a focus on mechanisms with variables being seen to take care of themselves.