Scientific literacy is widely regarded as an important goal of science education. Scientific literacy is a range of scientific skills and knowledge that an individual has developed, which allow them to contribute to, and receive enrichment from society (OECD, 2013). However, the best way to achieve this goal remains contentious. This thesis explores the development and assessment of scientific literacy in summative, written exams and through approaches using inquiry in the context of socioscientific issues (SSI), in secondary school contexts. Case studies explored the teacher and student experience of inquiry in the context of SSI and findings indicated that a range of skills were developed and assessed, and scientific knowledge was demonstrated which considered implications for society. The teachers’ pedagogical approach related to the level of inquiry and authenticity of the SSI contexts used, and these pedagogical approaches had a large influence on the skills and knowledge developed and assessed. Findings relating to the teacher and student experience in secondary school contexts informed the design of a module for pre-service science teachers. This module aimed to develop and assess the skills and knowledge of scientific literacy in PSTs as learners and develop the PSTs’ pedagogical approach to inquiry in the context of SSI as teachers. Findings indicated that the PSTs successfully combined experimental inquiry with authentic SSI contexts and in doing so developed a range of skills and knowledge as learners. The PSTs also developed as teachers, and there was evidence of changes in the pedagogical approaches, from structured inquiry approaches to guided approaches. This research culminates in the presentation of a Framework for Scientific Literacy, informed by literature research and the studies described in the thesis. This framework describes scientific literacy on an individual and societal level, and discusses the pedagogical approaches that best develop scientific literacy in both secondary school and tertiary level learners.