The Meaning of Scientific Literacy

This paper sets out to provide an overview of scientific literacy specifically related to
whether emphasis is placed on the ‘science’ or the ‘literacy’ aspect, accepting that literacy,
wherever used, is wider than simply reading and writing. It does this from a general rather
than a country perspective. The emphasis in giving meaning to scientific literacy is placed
on the literacy component in recognition of the trend towards relating scientific literacy to
skills and values appropriate for a responsible citizen. Rejected is a consideration that
scientific literacy is related to an emphasis on the acquisition of content and this is especially
considered, noting the social bias and cultural embedding of science. The emphasis on
enhancing scientific literacy is placed on an appreciation of the nature of science, the development
of personal attributes and the acquisition of socioscientific skills and values.
Furthermore, in teaching towards this view of scientific literacy, a key component is seen as
relevance and a model of relevance for science teaching is put forward based on relevance
being seen from two perspectives. Relevance from both perspectives is very much geared to
the view that scientific literacy is best taught by seeing science education as ‘education
through science’ as opposed to ‘science through education.’