Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to science—whether using knowledge or creating it—necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy.

Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societies—and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting.

Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.

Contents

• The National Academies of SCIENCES • ENGINEERING • MEDICINE
• COMMITTEE ON SCIENCE LITERACY AND PUBLIC PERCEPTION OF SCIENCE
• BOARD ON SCIENCE EDUCATION
• Preface
• Acknowledgments
• Summary
  • DEFINING AND MEASURING SCIENCE AND HEALTH LITERACY
  • SCIENCE LITERACY AT THE LEVEL OF SOCIETY
  • SCIENCE LITERACY AT THE COMMUNITY LEVEL
  • SCIENCE LITERACY AT THE INDIVIDUAL LEVEL
  • MOVING FORWARD THROUGH RESEARCH
• 1. Introduction
  • COMMITTEE CHARGE AND APPROACH
  • FOUNDATIONAL LITERACY
  • EQUITY AND SCIENCE LITERACY
  • STUDY METHODS
  • ORGANIZATION OF THE REPORT
• 2. Science Literacy and Health Literacy: Rationales, Definitions, and Measurement
  • RATIONALES FOR THE IMPORTANCE OF SCIENCE LITERACY
  • TOWARD A DEFINITION
  • MEASURING SCIENCE LITERACY
  • THE PATH FORWARD: A SYSTEMIC VIEW
  • CONCLUSIONS
• 3. Science Literacy in Society and the World
  • TWO RESEARCH PERSPECTIVES
  • SCIENCE LITERACY ACROSS SOCIETIES
  • VARIATIONS IN LITERACY WITHIN SOCIETY
  • THE ROLE OF SOCIAL STRUCTURES IN SHAPING SCIENCE LITERACY
  • CONCLUSIONS
• 4. Science Literacy for Communities
  • ORGANIZING AROUND SCIENCE AND HEALTH ISSUES
  • SCIENCE-LITERATE COMMUNITIES
  • PRODUCING SCIENCE KNOWLEDGE
  • CONSTRAINTS ON COMMUNITIES
  • CONCLUSIONS
• 5. Science Literacy for Individuals
  • THE RELATIONSHIP BETWEEN SCIENCE LITERACY AND ATTITUDES
  • THE RELATIONSHIP BETWEEN SCIENCE LITERACY, HEALTH LITERACY, AND BEHAVIORS
  • CONCLUSIONS
• 6. Research Agenda
  • ISSUE 1: KNOWLEDGE AND ATTITUDES
  • ISSUE 2: UTILITY OF SCIENCE LITERACY
  • ISSUE 3: OTHER LITERACY SKILLS
  • ISSUE 4: CITIZENS AS DECISION MAKERS
  • NEXT GENERATION OF RESEARCH ON SCIENCE LITERACY
• References
• Appendixes
  • Appendix A. Key Definitions and Statements about Literacy, Numeracy, Science Literacy, Health Literacy, and Health Numeracy
  • Appendix B. Biographical Sketches of Committee Members and Staff

Suggested citation:

National Academies of Sciences, Engineering, and Medicine. (2016). Science Literacy: Concepts, Contexts, and Consequences. Washington, DC: The National Academies Press. doi:10.17226/23595.