Reconsidering Science Literacy: Enhancing Science Understanding for All

Dear Colleagues,

We welcome you to contact the editor at any time to discuss this project and/or review the topic list which will be included later in this overview.

Please contact the editor by 18 April 2025 if you have selected a topic (or would like to propose one) that you would like to contribute to this Special Issue. To avoid duplication, at that point we will “reserve” that topic and “approve” you as a contributor.

A draft of the completed article is due by 24 July 2025, and all completed articles are due by 5 September 2025.

Please note that authors will be expected to provide peer reviews of several other manuscripts submitted to this Special Issue. We anticipate publication by the end of 2025.

We invite you to submit papers to this Special Issue on the general topic of science (or scientific) literacy from a variety of perspectives. We are looking for at least ten scholarly and insightful papers on this topic.

Science literacy is broadly defined as the ability to understand, evaluate, and apply scientific concepts, processes, principles, methods, reasoning, and evidence to critically assess information and/or make informed decisions about real-world challenges, evaluate claims made in the name of science, and generally engage productively in conversations using a scientific lens.

The concept of science or scientific literacy has roots planted centuries ago by the founders of the U.S., such as Thomas Jefferson and Benjamin Franklin. In the early- to mid-20th century, it became obvious that an informed citizenry demanded that individuals could understand and apply scientific knowledge in everyday life and foster critical thinking, decision-making, and the ability to discuss and even engage with socio-scientific issues such as public health and climate change. The concept of science literacy expanded beyond the recall of factual knowledge to include the understanding the processes of science, skepticism, and the interplay between science and society (Bybee, 1997, DeBoer, 2000, and Miller, 1983). As the notion of “science literacy” entered common discourse, it lost some meaning due to its diffuse definitional status, but the underlying concept still holds promise and importance. Perhaps, therefore, it is time to reengage conversations about the role and nature of scientific literacy.

Bybee, R. W. (1997). Achieving Scientific Literacy. Heinemann.

DeBoer, G. E. (2000). ‘Scientific Literacy: Another Look at Its Historical and Contemporary Meanings’. Journal of Research in Science Teaching, 37(6), 582–601.

Miller, J. D. (1983). ‘Scientific Literacy: A Conceptual and Empirical Review’. Daedalus, 112(2), 29–48.

We are delighted to invite submissions of almost any type (overviews, policy analyses and statements, systematic reviews, results of research, case studies, evaluations, and research frames (theoretical, analytical, or conceptual)) that might be used to challenge the existing literature on science literacy studies.

We welcome a wide variety of authors with unique perspectives to contribute to this journal Special Issue, including writers, scholars, practitioners, and those with wider interests in science teaching and learning than those found exclusive within science education per se.

Possible Article Topics in the Field of Science Literacy Studies

Much has been written about the topic of Science Literacy, so the focus here is to consider new avenues and invite new voices into the conversation, potentially even those outside the discipline of science education.

A) More commonly discussed topics related to science literacy: Here, you will find an overview of the sorts of topics that have frequently been published about science literacy. Please do not think that these should be avoided, but you might consider new ways to frame conversations about these areas:

1. Definitions (descriptions) of and rationales for scientific literacy: Conceptualizing and defining what it means to be scientifically literate, including foundational frameworks like those by John Dewey and as found in PISA and national standards documents.
2. The general public’s understanding of science: How members of the public perceive, understand, and engage with scientific concepts and controversies.
3. Barriers to achieving scientific literacy: Obstacles like lack of access to quality education, misinformation, and distrust in scientific institutions.
4. Scientific literacy and critical thinking: Critical thinking skills in interpreting and applying scientific knowledge.
5. Science communication and media: How traditional and new media shape the dissemination and understanding of scientific information.
6. Science and technology literacy: The overlap and distinction between understanding science and technology in the modern world.
7. Health literacy (environmental literacy) and science: The public's ability to understand and use scientific information in health-related (or environmental/climate change and sustainability) decision-making.
8. STEM education and workforce development: Links between scientific literacy and desires for and success in careers in science, technology, engineering, and mathematics.
9. Comparisons of scientific literacy: Studies examining differences in scientific literacy and attitudes toward science between men and women and in cross-cultural and/or international settings.
10. Scientific literacy and democracy: The importance of scientific literacy for informed civic participation and policy decision-making.

B) Less commonly discussed topics related to science literacy. As a contrast to the first list, here is a group of underexplored or emerging topics related to scientific literacy that could benefit from further focus in research and publications. These are offered to stimulate thoughts (and articles) about the following topics:

1. The challenge of STEM (in all its educational forms) and its impact (pro and con) on aspects of scientific literacy.
2. Scientific literacy in digital ecosystems: How misinformation and algorithm-driven content impact individuals' ability to critically assess scientific claims in social media and online environments.
3. Interactive and immersive learning for scientific literacy: The impact of virtual reality (VR), augmented reality (AR), and gamification on fostering deeper scientific understanding.
4. Cultural influences on scientific literacy: How cultural norms, values, and worldviews shape the interpretation and acceptance of scientific knowledge.
5. Interdisciplinary and interdisciplinarity and scientific literacy: How non-STEM professionals (e.g., artists, writers) engage with and apply scientific concepts and science understanding in their fields.
6. Bias in science communication: How biases in language, representation, and framing in scientific communication influence public understanding and trust.
7. Scientific literacy in low-resource settings: How income, education level, and social class influence scientific understanding and engagement, along with explorations of the barriers and opportunities to enhance scientific understanding in economically disadvantaged or geographically isolated communities.
8. Generational differences in scientific literacy: How scientific literacy levels vary across generations and the implications for science education strategies.
9. Impact of Artificial Intelligence (AI) on scientific literacy: The impact of AI tools and technologies on the ability to critically assess and interact with scientific data.
10. The intersection between religious beliefs and scientific literacy: How religious ideologies influence the interpretation of scientific evidence and concepts.
11. Civic engagement and scientific literacy: The role of scientific literacy in shaping informed decision-making in civic issues like voting and policy advocacy.
12. Scientific literacy among policy makers: Scientific literacy levels of government officials and its impact on evidence-based policymaking.
13. Psychological barriers to scientific literacy: How cognitive dissonance, fear, or apathy as obstacles to learning and applying scientific concepts.
14. Impacts of early scientific education: How early exposure to science instruction affects lifelong scientific literacy.
15. New measures for assessing and/or defining scientific literacy: Developing updated frameworks and assessment tools that reflect the changing nature of science and technology in society.

In all cases, we would be delighted to receive proposals on topics other than those mentioned.

Prof. Dr. William F. McComas
Guest Editor

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• science or scientific literacy
• science understanding
• science communication
• public understanding of science
• science misconceptions
• literacy
• science curriculum