This chapter highlights some theoretical and empirical research regarding aesthetic experiences in science teaching and learning, and the significance that these experiences might have for developing environmental ethics. The Deweyan perspective of experience and continuity (e.g. Dewey, 1938/1997) is used as a theoretical lens. Empirical data from educational situations illustrate the theoretical discussion. In these examples, teachers and student teachers are confronted by and given tools for the close study of plants—that is, when the teacher in educative situations explicitly makes the students observe and/or take care of plants.