Scientists' science differs remarkably from school science. In order to be taught to students, science is recontextualized from scientific research communities to science classrooms. This paper examines scientific discourse in scientific research communities, and discusses its transformation from an internally-persuasive and authoritative discourse to a purely authoritative discourse under recontextualization. It presents the challenges that recontextualization of science poses for achievement of science literacy goals, and discusses remedial steps that science education community can take to meet them.