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Article ID: CBB631439506

Science Education in the Light of COVID-19 (2020)

Reiss, Michael J. (Author)

Science and Education
Volume: 29
Issue: 4
Pages: 1079-1092

URI: https://doi.org/10.1007/s11191-020-00143-5

DOI: 10.1007/s11191-020-00143-5

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Interdisciplinary approach to knowledge Sociology of knowledge Philosophy of science, as a discipline History of science, as a discipline Science education and teaching Pandemics Coronavirus disease 2019 (COVID-19) 21st century

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 potential of issues to do with measurement in the context of COVID-19 (e.g. measurement of mortality figures) to introduce school students to issues about philosophy of science, and I show how COVID-19 has the affordance to broaden and deepen the moral philosophy that students typically meet in biology lessons. COVID-19 also provides opportunities to introduce students to sociological ways of thinking, examining data and questioning human practices. It can also enable students to see how science, economics and politics inter-relate. In the final part of the paper, I suggest that there are strong arguments in favour of an interdisciplinary approach in tackling zoonoses like COVID-19 and that there is much to be said for such interdisciplinarity in school science lessons when teaching about socio-scientific issues and issues intended to raise scientific literacy.

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