Abstract
Scientific literacy is a crucial goal of science education that must adapt to the needs of the time. Different scientific literacy frameworks (such as the PISA 2018 scientific literacy framework; Cansiz & Cansiz, 2019) have been used for evaluating textbooks to evaluate the content. However, in recent years, a significant body of literature about contemporary challenges, such as ‘environmental issues, misinformation, science denial, responsible and transformative actions,’ has emerged, necessitating an update to the current framework. This paper seeks to address this research gap by critically reviewing and synthesizing the recent literature on scientific literacy. This research paper proposes a reconstructed scientific literacy framework for evaluating textbooks that align with science education's evolving needs and challenges by analyzing and incorporating the latest insights, also considering the latest PISA 2025 framework. After careful analysis, considering the Cansiz & Cansiz (2019) framework as the base, descriptors of the aspect ‘Interaction of STSE’ have been reconceptualized, the aspect ‘Affective side of science’ has been reconceptualized as ‘Affective engagement with science,’ and the addition of a new aspect, ‘Environmental awareness and responsibility’ dedicated explicitly to environmental challenges and suitable actions, is suggested. The reconstructed framework will serve as a valuable resource for educators, policymakers, and researchers to enhance the teaching and assessment of scientific literacy in educational settings. The findings of this research have the potential to contribute to the ongoing discourse on scientific literacy and provide valuable guidance for future curriculum development and educational practices.