The current development towards ‘science for all’ in all parts of the globe necessitates that consideration be given to how pupils move between their everyday life‐world and the world of school science, how pupils deal with cognitive conflicts between those two worlds, and what this means for effective teaching of science. This paper reviews a new cognitive explanation‐‐collateral learning theory‐‐for how pupils cope with disparate worldviews mediated by transcending cultural borders between their everyday culture and the culture of science. The assistance that most pupils receive when they attempt to negotiate these cultural borders will influence their success at science. A new pedagogy is proposed in which teachers assume a role of culture broker in the classroom to achieve culturally sensitive curriculum and assessment.
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