Abstract
In any academic discipline, students should acquire a variety of skills during their studies, including problem-solving skills. When a problem comprises statistical content, one's ability to solve that problem appears to require a certain statistical literacy as well as familiarity with particular statistical principles or methods.
Succinctly put, statistical literacy is about the ability to understand and communicate statistical information. This contribution reviews the evolution of the concept of statistical literacy and discusses its meaning and purpose in a context of natural science curricula.
Subsequently, through the lens of cognitive load theory, we conclude with a practical model aimed at helping prospective natural science teachers to develop statistical literacy.