ABSTRACT
Lifelong science learners revisit their ideas and have the potential to develop more normative and coherent accounts of scientific phenomena throughout their lives. After completing science courses, most learners use scientific ideas in everyday contexts such as making health decisions, selecting energy-efficient solutions to problems, or voting on scientific-related policies. To extend the impact of science instruction, I call in this chapter for including an important class of examples called pivotal cases, and I offer criteria to help designers create new pivotal cases.
