Science is a dynamic and ever evolving discipline. Science literacy involves critical thinking, the ability to construct understanding, document and communicate knowledge, and to take informed action. A science-literate person should be able to analyze and process data; distinguish theory from dogma, data from myth, science from pseudoscience, evidence from propaganda, facts from fiction, sense from nonsense, and knowledge from opinion; recognize the cumulative, tentative, and skeptical nature of science; the need for sufficient evidence and established knowledge to support or reject claims; the environmental, social, political, and economic impact of science and technology; and the influence society has on science and technology. Shulman and Tamir (1973) proposed four cognitive goal clusters for science teaching: to facilitate scientific inquiry skills; to develop conceptual understanding and intellectual ability; to develop practical abilities in the laboratory (eg, designing and executing investigations, observing and recording data and interpreting results); and to develop creative thinking and problem solving skills (Tamir, 1998).