![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
Two stages in research on scientific literacy are identified: a composite saturation stage in which definitions covered all aspects of science education; and a stage where researchers focused on small manageable portions of scientific literacy. Envisaged scientific literacy research in which the focus is on cognitive preference for science and informal science teaching is described. Underlying cognitive preference is a value preference for science. Three interdependent but clearly distinguishable forms of science teaching ‐ formal, non‐formal and informal‐are described. Informal science teaching is identified as condition for and outcome of scientific literacy.