Despite the enormous growth of science education research (including chemical education research) during recent decades, its impact on the practice of science education has remained relatively low. Reasons for this include the following: (i) Neglect by researchers of genuine ‘application studies’, in favour of ‘diagnostic’ ones. (ii) Undue attention in researches on ‘fashionable’ areas (e.g., pupils’ misconceptions and alternative frameworks), without adequate consideration of the practical usefulness of the findings. (iii) Insufficient elaboration by researchers of the implications of their findings for the practice of science education. (iv) Unawareness on the part of many science teachers, even experienced ones, of the findings from science education research or their tendency to ignore such findings. (v) Practitioners’ inclination to rely on ‘common sense’ and/or ‘personal knowledge’ in their practice of science teaching. To enhance this impact of science education research on the practice of science education, it is suggested that attention is paid in the planning and conduct of researches on: (1) the adoption of lines and areas of science (chemical) education research that are practice-related and, hence, potentially useful for the practitioner; and (2) the development of strategies for improving practitioners’ responsiveness towards and awareness of science education research findings, including their willingness and competence to adjust their practices in the light of such findings. These aspects are explored in the paper. [Chem. Educ. Res. Pract. Eur.: 2002, 3, 327-343]