ABSTRACT
Throughout this book, the authors argue not only for situating science and science education in the knowledgeabilities that students specifically, and ordinary people generally, develop throughout their lives but also, and more importantly so, they make a case for forms of science and science education that really matter in everyday life. As the contributions to Part I show, these experiences are inherently situated, both culturally and historically. This immediately leads to contradictions, because, as three decades of conceptions and conceptual change research have shown, ordinary people talk about natural phenomena in ways that are inconsistent and incompatible with science.
