ABSTRACT
Learning about science (including technology and other cognate disciplines) in informal environments is a continuous, life-long process. Unlike schooling, where some blocks of the timeTable are labelled “science” and thus inform students what they are learning about, science permeates everyday experiences in ways that are unlabelled and implicit. Family members who apply sunburn lotion outdoors, search for fossils in beachside cliffs, don 3-D glasses in movie theatres, spread fertiliser on garden beds, pump up a basketball to just the right firmness, or recharge the batteries of their smart phone, are all using science even though they may be unaware of its significance in the activity at hand.
