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This article is a review of the literature dealing with the construct science and technology literacy as it relates to teacher knowledge and beliefs regarding the nature of science and scientific knowledge, science and technology related societal issues, science instructional ideology, and traditional culture. The article seeks to demonstrate the relevance of socio-cultural contexts and variables by reviewing aspects of the traditional culture of a developing country, Zimbabwe. It is postulated that an inverse relationship exists between teacher orientation or commitment to traditional world-views and socio-cultural backgrounds and their perception concerning the nature of science, science and technology related societal issues, and science instructional ideology. The postulated relationship has implications for the effective adoption and integration of a scientific world-view into the cognitive and affective repertoire of indigenous students so that it may be spontaneously utilized in problem situations which is currently lacking. Introduction Snow (1961) more than three decades ago described "the gulf of mutual incomprehension" between the scientifically literate and the non-scientifically literate. He said then: They have a curious distorted image of each other. Their attitudes are so different that, even on the level of emotion, they can't find much common ground. ... The non-scientists have a rooted impression that scientists are shallowly optimistic, unaware of man's condition. (Snow, 1961; pp. 4-5)

Interaction of socio-cultural backgrounds and beliefs with conceptions of the nature of science, societal issues, and instructional ideology among secondary science teachers in Zimbabwe