ABSTRACT
Over the last 10 years, there has been strong interest in redefining and expanding definitions of the nature of science literacy as both the central goal and proposed broad outcomes of learning in science (Hodson, 1998; Hurd, 1998; Lemke, 2002; National Research Council, 1996; Norris & Phillips, 2001). These accounts of science literacy have moved beyond a traditional focus on student acquisition of technical conceptions and science terminology to include and emphasize cognitive abilities, reasoning processes, commitment to a science worldview, and communication skills to explain and justify concepts in science to diverse readerships. Although these goals are clearly viewed as outcomes resulting from extended study of science through years of secondary education, there is clearly a range of implications for how the foundations for achieving such goals might be established and promoted in K–6 classrooms.
