The discourse of science education using the history of science has been continued since late 19th century when science curriculum was introduced into school. However, it is hard to find any theoretical progress of the discourse in the perspective of education. This study tries to reveal the limits of the discourse due to the weak foundation of educational concept. The Endogenous Theory of Education which conceptualizes education as a form of life was introduced to investigate these challenges. Science can be considered as ‘educational material’, not ends of education, under the Endogenous Theory of Education. Under the concept of ‘educational material’, the construct and the usefulness of the history of science would be reconsidered as the source of genetic array of educational experience.