Cultural-historical activity theory, an outcrop of socio-psychological approaches toward human development, has enjoyed tremendous growth over the past two decades but has yet to be appropriated into science education to any large extent. In part, the difficulties Western scholars have had in adopting this framework arise from its ontology, which is materialist dialectical and, hence, does not allow easy absorption into non-dialectical (classical logical) thinking underlying much of Western scholarship. Cultural-historical activity theory has tremendous potential because it sublates traditional dichotomies in everyday teaching-learning situations including individual/collective, body/mind, intra-/inter-psychological, cognitive/emotive and psychological/sociological. In this contribution, we not only review the existing literature that uses or develops this non-dualistic approach, but also articulate an intelligible explication of the theory that is more accessible to Western scholars and describe possible future curriculum work and research in science education as an expression of the fruitfulness of the theory. (Contains 5 figures.)