Declarative knowledge in electrochemical technology is more amenable to the literacy-based explicit practice of scripting and dialogue than Rosenshine explicit instruction. The latter is readily applicable to the well-structured, procedural knowledge of science where the objective is to master a body of knowledge or learn a skill, such as the 3PB (Supplementary Note 2 and Fig. ) and liquid crystal composite (Supplementary Note 5), that is taught in explicit steps . It encounters problems when teaching the ill-structured, opinion-related declarative knowledge of science such as titanium (Supplementary Note 6) and energy storage (Supplementary Note 7).