In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues, it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept of integrity of knowing to analyze knowledge about the environment in Korean sixth-grade science classrooms. Examining the notion of immediate coping and Confucian Cheng, we differentiate "knowing about ethics" and "knowing ethically" with respect to STSE issues. We challenge the notion of knowing, suggesting instead that there is not only knowing "about" but knowing "in" and "for" action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students to become active and responsible concerning STSE issues. (Contains 2 tables and 1 figure.)