ABSTRACT
Science for all has been a catch cry for science education since the mid-1980s (Fensham, 1985, 2000). Science for all, and its associated movement, scientific literacy, takes the position that science education is a fundamental right to be accorded every member of the population, regardless of background, nationality, language, sex, cultural origins and/or socio-economic circumstances. The stance here is that scientific literacy is essential for the personal, intellectual, social and economic well-being and futures of all students. While there is broad, in-principle, agreement about the desirability of science for all, there are different orientations to the issue depending on whether the focus is on goals (ends) or processes (means).
