What does it mean to be literate in science, or to have a “scientific culture”? Certainly any definition given here must be consistent with the accepted social view of literacy; but they must nevertheless encompass everything that might be required of a scientist – at least as far as literacy is concerned. Any definition of scientific literacy must then explain the specific literacy requirements and opportunities for speaking and listening, reading and viewing, writing and composing in scientific discourse; of course, no definition is complete without strategies for integrating it into classroom practice. According to the social view of language, “in any particular situation, there are three key factors in the context that impact the choices we make from the language system: domain, content and mode. (Derewianka & Jones, 2013, p. 6) where register is “a combination of domain, content and mode in a particular situation” (Derewianka & Jones, 2013, p. 7). Here, the domain is “the subject or topic developed in a particular situation” (Derewianka & Jones, 2013, p. 6); the content is “the roles and relationships implemented in a particular situation” (Derewianka & Jones, 2013, p. 6); and mode is “the communication channel used in a particular situation” (Derewianka & Jones, 2013, p. 6) “The Program for International Student Assessment (PISA) of the Organization for Economic Co-operation and Development ( OECD) defines scientific literacy as "the ability to use scientific knowledge, identify questions and draw conclusions based on evidence in order to understand and help make decisions about the natural world and the changes that are brought there by human activity. » Organization for Economic Co-operation and Development... middle of paper ... associated with predicting meaning" (Axford, Harders, & Wise, 2009, p. 26 Of course, this also works for writing. All scaffolding that a teacher gives to his or her students should be carefully presented and worked with the students step by step, and reiterated briefly before use, this ensures that students receive abundant exposure and instruction on the use of scaffolding and enough time to memorize their use. The teacher must ensure that their method of explaining scaffolding is not simply to recount its use in one go and then leave the students to their own devices. same, because this can leave students with too much to think about at once, which is called “overload.” A good way to present scaffolding is to “present students with question cards.” should try to respond while they read and write, to reduce the overload problem” (Cornish & Garner)., 2009).