Critical STEM Literacy and the COVID-19 Pandemic

Autor/in	Braund, Martin
Titel	Critical STEM Literacy and the COVID-19 Pandemic
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 21 (2021) 2, S.339-356 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Braund, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-021-00150-w
Schlagwörter	COVID-19; Pandemics; STEM Education; Foreign Countries; Scientific Literacy; Public Policy; Disease Control; Knowledge Level; Mathematical Models; Computation; Death; Graphs; Interaction; Political Issues; Critical Thinking; Epidemiology; United Kingdom + Suchen Sie Ihr Suchwort? STEM; Ausland; Öffentliche Ordnung; Wissensbasis; Mathematical model; Mathematisches Modell; Sterbefall; Tod; Todesfall; Grafische Darstellung; Interaktion; Politischer Faktor; Kritisches Denken; Epidemiologie; Großbritannien
Abstract	The COVID-19 pandemic has resulted in unprecedented amounts of information communicated to the public relating to STEM. The pandemic can be seen as a 'wicked problem' defined by high complexity, uncertainty and contested social values requiring a transdisciplinary approach formulating social policy. This article argues that a 'Critical STEM Literacy' is required to engage sufficiently with STEM knowledge and how science operates and informs personal health decisions. STEM literacy is necessary to critique government social policy decisions that set rules for behaviour to limit the spread of COVID-19. Ideas of scientific, mathematical and critical literacy are discussed before reviewing some current knowledge of the SARS-CoV-2 virus to aid interpretation of the examples provided. The article draws on experience of the pandemic in the United Kingdom (UK), particularly mathematical modelling used to calculate the reproductive rate (R) of COVID-19, communication of mortality and case data using graphs and the mitigation strategies of social distancing and mask wearing. In all these examples, there is an interaction of STEM with a political milieu that often misrepresents science as activity to generate one dependable truth, rather than through careful empirical validation of new knowledge. Critical STEM literacy thus requires appreciation of the social practices of science such as peer review and assessment of bias. Implications of the pandemic for STEM education in schools requiring critical thinking and in understanding disease epidemiology in a global context are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01