Science for All is the concluding chapter for this book, and represents the final unifying theme upon which the book is based. Science for All as a theme "implies there's something in it for everyone. It also acknowledges that science education in the past has not been science for all, that large numbers of persons have indeed been failed or passed over by the science curriculum."

The "Science for All" theme implies that science education should be based on several fundamental characteristics of learners and what school science should be:

1. Each learner is unique;

2. There is enormous diversity among learners, and this diversity should be respected and accepted.

3. School science should be designed to meet the needs of all students, not just the science prone or those who will pursue careers in science.

4. School science should be inclusive, not exclusive. Those who have been traditionally turned away from science should be encouraged to come in.

In this chapter we will explore the theme "Science for All" from four interrelated perspectives: global, multicultural, gender and exceptionalities. Each of these perspectives requires teachers to deal with the notion of uniqueness and diversity at the same time; in so doing the teacher approaches science teaching from a holistic point of view.

For example, Mary M. Atwater in writing about multicultural education in science education says:

"In order for science teachers to most effectively instruct culturally diverse students, they need exposure to certain philosophies, knowledge, and skills. Multicultural science teachers must have democratic attitudes and values, and pluralistic ideology, a belief that society can be composed of different cultural groups which can function and interact for the good of society. Diverse ethnic groups are not expected to merge into one generic group with all of its members embracing the same culture."

This chapter is designed to heighten your awareness, as well as provide some background information on global, mutlitcultural, and gender perspecitves of science teaching, as well as help you explore the range of exceptional students who will be part of all of your science courses.