Research Summary: From scientific literacy to civic capacity: school science education as civic infrastructure

The article from Frontiers in Education argues that traditional school science education, while aiming for scientifically informed citizens, often focuses too heavily on conceptual understanding rather than practical application in public life. It proposes a shift from mere scientific literacy to developing 'socio-scientific civic capacity,' which integrates scientific knowledge with epistemic judgment, public reasoning, and active, science-informed civic participation.

Why it matters

This perspective highlights a critical gap in educational outcomes, where citizens may possess scientific knowledge but lack the capacity to apply it effectively in societal decision-making. Developing 'socio-scientific civic capacity' is crucial for fostering an informed populace capable of engaging with complex, evidence-based challenges and contributing to a well-functioning society.

Key insights

• School science education traditionally emphasizes conceptual understanding over the application of scientific knowledge in civic life.
• Scientific literacy, while essential, is deemed insufficient without integration of epistemic judgment, public reasoning, and participatory knowledge production.
• A new framework, 'socio-scientific civic capacity,' is proposed to bridge scientific literacy, socio-scientific reasoning, citizen science participation, and responsible scientific citizenship.
• Socio-scientific civic capacity encompasses the individual and collective ability of students to evaluate evidence for civic action.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1906187