ABSTRACT
The term 'scientific literacy', characterized as scientific knowledge and attitudes, allied with some understanding of scientific methodology, appears in much contemporary writing about science education. In many countries of the world, it is associated with attempts at science curriculum reform and innovation (e.g., AAAS, 1989; Champagne et al., 1989; Science Council of Canada, 1984), directed principally, but not exclusively, towards school science education. Together with the notion of technological literacy, it underpins the world-wide UNESCO initiative Education 2000+, now in its third phase and directed towards the development of a 'world community of scientifically and technologically literate citizens' (UNESCO, 1993). Alongside these attempts at reform, efforts to define, explore and measure scientific literacy sustain a minor academic industry, reflected in conferences, seminars and a journal, The Public Understanding of Science. In addition, the promotion of scientific literacy through a variety of media constitutes a major business,
augmented by a host of public events as diverse as science weeks, science fairs, and education-industry partnerships.
