In a similar way, UNESCO (2001) describes scientific and technological literacy (STL) as
mainly ‘internalist’ (i.e., related to activities within classrooms): 1. Nominal STL (i.e., recognizing
science terms and concepts), 2. Functional STL (i.e., describing concepts with limited
understanding) and 3. Structural STL (i.e., constructing concepts with personal relevance from
experience and, 4. Multi-dimensional STL, equates with “empowering all students to lead
productive lives”, “understanding the interactions between science and society” and a life-long
ability “to ask and answer appropriate questions”, that is, it has indispensable societal and
cultural aspects.