Curriculum, Conceptions, and Classroom Practice: A Literature-Informed Analysis of Scientific Literacy and the Nature of Science

This paper synthesises key literature on scientific literacy and the Nature of Science (NoS) to identify current understanding, persistent definitional challenges and opportunities for future research. Scientific literacy has long been recognised as a central goal of science education, and conceptions of scientific literacy have continued to evolve, moving from a focus on the acquisition of scientific knowledge towards the application of this knowledge to make informed decisions. This shift reflects the growing emphasis on nurturing active, informed citizens who can address global issues in a sustainable and ethical manner. Developing students’ understanding of NoS is widely recognised as a key mechanism for nurturing scientific literacy, and internationally there has been a move to embed NoS within curricula. This is reflected in Ireland where NoS is now a fundamental element of Primary, Junior and Senior Cycle science curricula. While the inclusion of NoS across Irish curricula is a positive development, its impact will be limited without effective professional learning for teachers. Studies continue to reveal significant gaps in teachers’ understanding of NoS and they highlight the need to strengthen teachers' pedagogical content knowledge (PCK) for effective NoS instruction. Future research must investigate current levels of teachers’ NoS understanding in Ireland which should then be used to inform the design of targeted, research-informed supports. Only then can the aims of curricular reform, and the broader vision of nurturing scientifically literate citizens, be realised.