摘要：This study focuses what role re-actualized experiences may have in a school science setting. Observations were done in two Swedish schools with emphasis on teacher centred lessons. Data consist of field notes, recordings and documents. Two major themes of the results can be highlighted. First, the teachers’ and pupils’ mutual interest in pupils’ re-actualized experiences. Second, the limited elaboration of those. These issues are discussed due to teachers’ work with different purposes. We call that teachers’ orchestration of multiple agendas in science education. Re-actualized experiences appear to become means for motivating pupils in their work with different tasks in order to make them cope.
