Domain I: What is scientific literacy? The term "scientific literacy" has eluded precise definition since its inception in 1958. That year, in light of the rapid and astonishing progress made in the mid-century (e.g., the splitting of the atom, the space exploration), three publications refer to scientific literacy: a report from the Rockefeller Brothers Fund, which calls for a larger, technically trained workforce to safeguard our economic and military strength, and a more scientifically literate public, capable of intelligently assuming civic responsibilities; a publication by Paul Hurd and colleagues at Stanford University that urged curriculum leaders to develop pedagogies that promote both the cultural and practical aspects of science; and a published speech by the president of Shell Chemical Corporation, who called for new programs emphasizing the fundamentals of science, its history, and its importance for active citizenship and everyday life (see DeBoer, 2000 for an analysis). However, as DeBoer (2000) noted, all three publications used broad strokes to define scientific literacy, thereby shrouding the term in ambiguity. Indeed, when asked how they interpreted “science literacy,” scientists and science educators had divergent notions about the role that content knowledge and a broader understanding of the nature of science could play. in the development of a scientifically literate student (DeBoer, 2000). At the very least, this example highlights the need for clear definitions and fully articulated educational objectives. To this end, educators have spent several decades making sense of the conceptual spectrum of scientific literacy, resulting in the dissection of scientific literacy into the following subgenres: pra...... middle of article......ific arguments. Second, because of their willingness to contact their representatives and make their voices heard, special interest groups target members of the attentive public, all the more reason for them to be well informed on public policy issues (see Miller , 1983). To this end, one need only look at the staggeringly low evolutionary literacy numbers in the United States, or the recent outbreak of measles and meningitis caused by the scientifically unfounded anti-vaccination movement for an example of the damage caused by scientific illiteracy. society as a whole. In this context, it is evident that higher levels of scientific literacy would tend to increase support for science and give the public more realistic expectations of science and its capabilities. Domain III: What can be done to achieve scientific literacy in the classroom?