Scientific literacy: A conceptual overview

TLDR

Scientific literacy is historically contextualized, with various factors shaping its interpretation. The review broadens the scope of scientific literacy beyond professional science education by synthesizing diverse literature. The authors examine factors such as stakeholder groups, definitions, conceptual scope, advocacy purposes, and measurement approaches. The synthesis clarifies how these factors interrelate, providing a comprehensive understanding of scientific literacy. © 2000 John Wiley & Sons, Inc.; Sci.

Abstract

In this review of the published literature in English on the concept of scientific literacy, the net is cast wider than just the professional science education community, and the diverse works on scientific literacy are brought together in an interpretative synthesis of this literature. Scientific literacy is first placed in an historical context, and a number of different factors that influence interpretations of this concept are discussed thereafter. These factors include the number of different interest groups that are concerned with scientific literacy, different conceptual definitions of the term, the relative or absolute nature of scientific literacy as a concept, different purposes for advocating scientific literacy, and different ways of measuring it. The overview yields a fuller understanding of the various factors that contribute to the concept of scientific literacy, and makes clear the relationships between these factors. © 2000 John Wiley & Sons, Inc. Sci. Ed 84:71–94, 2000.