Introduction
In today’s world, understanding scientific processes and the implications of current research is a necessary skill. Consider the hundreds of decisions everyday people make that relate to science: buying regular or BPA-free tupperware, signing an apartment lease after reading lead-paint warning disclosures, choosing between CFL or LED light bulbs, or even supporting presidential candidates based on their stance on climate change. To some degree, the decisions people make each day affect the trajectory of the global society. Unfortunately, many citizens lack the scientific knowledge, critical thinking skills, and understanding of the nature of science that are necessary to make informed decisions. In short, many people are not scientifically literate. In order to educate a generation of scientifically literate citizens, science teachers must prioritize scientific literacy in their classrooms. With this in mind, our project aims to evaluate science teachers’ opinions about teaching scientific literacy, encourage them to incorporate literacy practices into their lessons, and provide resources supporting their efforts to foster scientifically literate students.