ABSTRACT
This chapter updates and extends an earlier review and analysis of the scientific literacy concept as a feature of school science education literature and practice over the past half century (Roberts, 2007). Unlike the 2007 review, this one is not intended to be a comprehensive survey of what is happening globally in countries where scientific literacy is being advanced. Instead, the focus is on presenting a methodology for detecting indicators of change in the way scientific literacy is being embraced as a major goal for school science programs. To that end, we have selected examples of policy and policy-oriented documents from Australia, Canada, England, and the United States, as well as the upcoming (2015) Programme for International Student Assessment (PISA) science assessment.
