In order to address the major challenges that confront society in the 21st Century school science must address the application of science in real-world issues. For the past thirty years or so the focus of science education is moving from an emphasis on teaching and assessing science content towards the development of pupils’ scientific literacy, so that they become ‘informed critical consumers of scientific knowledge” (OECD, 2015.p.5). Robust conceptions and appreciation of Nature of Science (NoS) are considered essential for scientific literacy. It is apparent that when pupils are afforded opportunities to engage with and reflect on inquiries related to NoS they: have a better understanding of scientific concepts and skills; develop critical and problem solving skills; reveal a greater interest in science; view science as relevant to their lives; and, have a better capacity to make sense of socio-scientific issues (Driver et al., 1996; Murphy et al 2011,2015; Zeidler & Nichols, 2009). This presentation will consider how explicit approaches to teaching about NoS can provide pupils with the requisite knowledge and skills to make sense of controversial socio-scientific issues they encounter in the media and their everyday lives. An overview of some of the teaching methodologies for addressing commonly held ‘myths’ about NoS and for teaching about controversial social scientific issues will be presented.