Science education reform has played a significant part of the education discussion for decades. Along the way, a multitude of government actions have transpired, reports have been published, and organizations established to improve science education (Bybee, 1997; Collins, 1998; DeBoer, 2000; DeBoer, 2011; Jolly, 2009; Lee & Luyk, 2005). These efforts to reform science education for students emphasize providing students with the science instruction, support, and resources needed to produce scientifically literate citizens (DeBoer, 2000). As stated in Science for All Americans (1993), efforts also include teaching science for all Americans and identifying scientific literacy as the principle goal of science education (American Association for the Advancement of Science [AAAS]; National Research Council [NRC], 1996).

The purpose of this website is to provide science teachers with a resource to guide and assist their content instruction in their middle and high school science classrooms. Regardless of the age group taught, science teachers are tasked with engaging students in activities that highlight the scientific processes required for their students to become scientifically literate.

This website resource aligns with the new Tennessee Science Standards by defining scientific literacy; examining the major components of scientific literacy; defining scientific processes; and providing activities, technology tools, and additional resources to support scientific literacy of all students.