How the COVID-19 Pandemic Reveals Gaps in Science and Mathematics Instruction

Autor/inn/en	Bloom, Mark A.; Fuentes, Sarah Quebec
Titel	How the COVID-19 Pandemic Reveals Gaps in Science and Mathematics Instruction
Quelle	In: Electronic Journal for Research in Science & Mathematics Education, 24 (2020) 2, S.1-5 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bloom, Mark A.) ORCID (Fuentes, Sarah Quebec)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3430
Schlagwörter	Scientific Literacy; Numeracy; Social Media; Scientific Principles; Mathematical Models; Public Opinion; Knowledge Level; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Rechenkompetenz; Soziale Medien; Mathematical model; Mathematisches Modell; Öffentliche Meinung; Wissensbasis
Abstract	While most of the outcomes of the current COVID-19 pandemic are not good, occasionally one can identify a positive outcome from even the worst situations. The Coronavirus outbreak has provided a special opportunity to get a pulse on how well the society understands science and mathematics processes. Social media amplifies the voice of citizens allowing a window into how people feel about these changing views and, oftentimes, which information they choose to accept and which they choose to reject. Sometimes, how these views are presented reveals gaps in a person's understanding of the nature of science and mathematics and how they contribute to recommendations. Recognizing these gaps and realizing how they can impact one's ability to understand and appreciate scientific recommendations is the focus of this editorial. (ERIC).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejse.southwestern.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01