Seasons are part of most school science curricula yet many children and adults have a limited understanding of underlying causes of seasonal changes. This paper reviews approaches used in teaching seasons to primary and lower secondary school pupils over the past two hundred years. From the early 1800s. the same diagrams have been used to teach about the seasons despite changes in the background knowledge of students and teachers, and changes in theories of teaching and learning. Accompanying text has changed over time-what once may have taken several pages to explain is now often explained on one page with one diagram. It is
suggested that some older explanations and approaches to teaching about the seasons provide insight for contemporary teachers seeking to assist students to reach improved understanding of the seasons.