The relevance of psychological learning theories for establishing a model of science didactics is substantial. Because e-learning theories are psychological theories, when it comes to transforming them into training models applicable to science didactics framework the challenge is content and method related. Psychological theories are based on training models and have to be known including as theories of student personality development. There are psychological descriptive and prescriptive theories which tell us the immediate consequences or implications of an act or fact. For example, most children do not have the notion of reversibility before seven years of age. Instead, theories of instruction based on models of instruction have two pedagogical qualities that are relevant also for science didactics: it is prescriptive, meaning that it sets out rules to efficiently achieve a certain level of knowledge or skills and offers a unit for critical appreciation or evaluation irrespective of the particular way of teaching-learning; it is normative, because it sets criteria and proclaims conditions for achieving them, criteria that need to have another level of generality.
Key words: discipline didactics, historical approach, mathematical education, psychological theories