A common rationale for science education is that learning science improves decision-making. It is argued that students will develop a strong understanding of the ideas and nature of science, which will inform their decisions. Toward this goal, science classroom activities aim to develop students’ scientific literacy, including their capacity to engage meaningfully with scientific ideas. Ideas about the nature of science are advanced through scientific inquiry, with emphasis on developing students’ capacity to articulate scientific explanations for phenomena. The success of this approach for developing students’ scientific literacy is demonstrated. However, evidence to support the success of this approach for students’ decision-making is scant.