For science teachers to be able to help their students grasp a true understanding of science, they themselves need to have been helped to become science literates, in an effective way, during the course of their professional training. To identify the necessary approaches, instruments, and educational contexts that could help with the realization of this goal, 58 articles from well-known journals on teaching of science were content analyzed. Results show that most effective approach has been the reflective approach wherein exploration and discussion of the history of science, as well as controversial social issues related of science, are encouraged within a scientific context. These findings can help with the improvement in both teachers’ and student teachers’ professional development.