The preface to the series introduces a critical examination of science education, highlighting the contrast between the "heat" of enthusiasm and the "light" of meaningful learning. It discusses the dialogue in science classrooms, the teaching of science against its mystique, and the differences in science education. The series aims to change the way science is taught by exploring the principles of social semiotics and the activity types in science classrooms. It also delves into teacher and student strategies for control and semantic relations for thematic analysis.The preface to the series introduces a critical examination of science education, highlighting the contrast between the "heat" of enthusiasm and the "light" of meaningful learning. It discusses the dialogue in science classrooms, the teaching of science against its mystique, and the differences in science education. The series aims to change the way science is taught by exploring the principles of social semiotics and the activity types in science classrooms. It also delves into teacher and student strategies for control and semantic relations for thematic analysis.