Overcoming the discourse of science mistrust: how science education can be used to develop competent consumers and communicators of science information.

Abstract

Science educators can provide learning experiences that challenge notions of mistrust in science, and provide students with the science skills necessary to obtain, evaluate, and communicate credible scientific information. As the COVID-19 pandemic persists, the American public continues to be inundated with messages reinforcing the importance of social distancing, hand-washing and the effectiveness of masks to slow the spread of the coronavirus. While most citizens diligently responded to these recommendations with compliance, there remained subcultures of the American public determined to resist these recommendations and engage in a discourse rooted in a mistrust of science. This discourse of science mistrust was perpetuated through the use of social media, as well as the modeling behaviors of government leaders, particularly as social media posts and news coverage were primary methods of social interaction during mandated stay-at-home orders. The discourse of science mistrust perpetuated during the COVID-19 pandemic reveals that a concerted effort is required by all science educators to aid with overcoming this discourse. Overcoming science mistrust begins in the science classroom by implementing pedagogical opportunities for science students to obtain, evaluate, and communicate scientific information. Allowing students to obtain and evaluate information are a critical skill to develop in the science classroom as science educators aim to produce competent consumers of scientific information. Furthermore, science students ought to also have experience with the skills associated with communicating scientific information. Communicating scientific information is a critical skill for science students to develop as it is through the effective communication of credible scientific information that the discourse of science mistrust can be overcome. Providing these learning opportunities to science students empower students to effectively evaluate social media and news coverage associated with the COVID-19 pandemic, and promote a future, wherein citizens are able to read, interpret, and critically consume scientific information to overcome discourses of science mistrust.