of, and rationales for scientific and technological literacy (STL) and scientific literacy (SL),
suggest that it depends on culture and the values and advocacy of different interest groups. In
other words, arguments for scientific literacy reflect the orientations and interests of those
who seek to advance and realize scientific literacy (Boujaoude, 2002). However, there is some
common ground. According to Osborne (2000) and Hodson (2003), scientific literacy can be
perceived in four different ways including: (1) cultural: developing the capacity to read about
and understand issues relating to science and technology in the media; (2) utilitarian: having
the knowledge, skills and attitudes that are essential for a career as scientist, engineer or technician;
(3) democratic: broadening knowledge and understanding of science to include the
interface between science, technology and society; and (4) economic: formulating knowledge
and skills that are essential to the economic growth and effective competition within the global
market place.