The worldwide impact of the COVID-19 pandemic has been enormous. It has affected the justification of the contributions from academia, and resulted in rapid spreading of misinformation and conspiracy theories. The use of the social media has during the pandemic intermixed the space between the private and the public domain, and has interfered with…

Learning science in the context of socio-scientific issues (SSI) can promote scientific literacy that links science to everyday life and society. In this position paper, we argue that developing and using multiple models equip students with the appropriate knowledge and skills needed to deal with complex issues. We draw upon literature from…

During the COVID-19 crisis, we have been able to witness, in many countries, a substantive resistance to the science-based arguments of politicians and to the calls from the medical field to implement safety measures (masks, distancing) and to get vaccinated. In this text, some reflections are provided on what this resistance might tell the…

The COVID-19 pandemic provides an opportunity for teachers to explicitly address nature of science (NOS) themes during instruction. Aligned with key NOS categories in the "Next Generation Science Standards," this article discusses events and trends from the pandemic that teachers can use to help students understand values and methods of…

In this article, we discuss the tensions surrounding science, biopower, and citizenship that have been thrown into sharp relief by the COVID 19 pandemic. We situate these tensions in the epistemological and political conflict between science, public health education, and alternative medical systems that has been rekindled by the pandemic in India.…

The fields of science education and science communication are said to have developed as disparate fields of research and practice, operating based on somewhat different logics and premises about their audiences. As the two fields share many of the same goals, arguments have been made for a rapprochement between the two. Drawing inspiration from a…

Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19…

In this position paper, I examine how the history, philosophy and sociology of science (HPS) can contribute to science education in the era of the COVID-19 pandemic. I discuss shortcomings in the ways that history is often used in school science, and examine how knowledge of previous pandemics might help in teaching about COVID-19. I look at the…

Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19…

Although argumentation is a critical historical component of scientific literacy, the recent coronavirus pandemic and associated issues have highlighted the importance of argumentation in science practice. Argumentation that aligns with functional scientific literacy requires gathering evidence and reasoning to support or refute claims related to…

As COVID-19 accelerated through spring of 2020 the question became how will schools cope with protracted closure? Devising strategies to engage and educate students through full-time, online learning became a priority. At Tufts CSE we specialize in creating high school biomedical science curricula that foster engagement with science and build…