Under the Covid-19 Pandemic: How the Public Overcome the Challenges From the Discourse of Science Mistrust
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v5i7.2040
Abstract
The COVID-19 pandemic has not only brought about significant health and societal challenges but has also exacerbated a deep-seated mistrust of science among certain segments of the population. This paper explores the dynamics of science mistrust in the context of the pandemic and examines its implications for public health and societal response. Drawing on a range of sources and studies, it delves into the various factors contributing to science mistrust, including political ideologies, social media dynamics, and leadership responses. The paper argues that overcoming science mistrust necessitates a multifaceted approach, with science education playing a crucial role. By equipping students with critical thinking skills and promoting effective science communication, educators can help cultivate a generation of informed citizens capable of navigating complex scientific information and releasing the spread of misinformation. Through an exploration of pedagogical strategies and educational frameworks such as the Next Generation Science Standards, the paper highlights the importance of fostering a culture of scientific literacy and engagement. Ultimately, addressing science mistrust is essential not only for mitigating the current pandemic but also for building resilience against future public health crises.
Keywords
COVID-19 pandemic, science mistrust, science communication
Full Text
PDF - Viewed/Downloaded: 3 TimesReferences
[1] Ashton, J. COVID-19 and the anti-VAXes. Journal of the Royal Society of Medicine. 2021; 114(1): 42-43.
[2] Ball, P., & Maxmen, A. The epic battle against corona-virus misinformation and conspiracy theories. Nature. 2020; 581(7809): 371-375.
[3] Benos, D. J., Fabres, J., Farmer, J., Gutierrez, J. P., Hennessy, K., Kosek, D., ... & Wang, K. Ethics and scientific publication. Advances in physiology education. 2005; 29(2): 59-74.
[4] Bridgman, A., Merkley, E., Loewen, P. J., Owen, T., Ruths, D., Teichmann, L., & Zhilin, O. The causes and consequences of COVID-19 misperceptions: Understanding the role of news and social media. Harvard Kennedy School Misinformation Review. 2020; 1: 3.
[5] Canan, P., & Hartman, M. Science–journalism collaboration: An experiment in closing the communication gap. Applied Environmental Education and Communication. 2007; 6(2): 167-177.
[6] Eikenberry, S. E., Mancuso, M., Iboi, E., Phan, T., Eikenberry, K., Kuang, Y., ... & Gumel, A. B. To mask or not to mask: Modeling the potential for face mask use by the general public to curtail the COVID-19 pandemic. Infectious disease modelling. 2020; 5: 293-308.
[7] Landsverk, G. (2020). A controversial study on coronavirus was partly funded by an airline founder who’s criticized lockdowns, according to a new investigation from BuzzFeed News. Business Insider. https://www.businessinsider.com/buzzfeed-stanford- coronavirus-study-funded-by-jetblue-founder-2020-5.
[8] Islam, A. N., Laato, S., Talukder, S., & Sutinen, E. Misinformation sharing and social media fatigue during COVID-19: An affordance and cognitive load perspective. Technological forecasting and social change. 2020; 159: 120201.
[9] Jurecki, K., & Wander, M. C. Science literacy, critical thinking, and scientific literature: Guidelines for evaluating scientific literature in the classroom. Journal of Geoscience Education. 2012; 60(2): 100-105.
[10] Lee, S. A. Coronavirus Anxiety Scale: A brief mental health screener for COVID-19 related anxiety. Death studies. 2020; 44(7): 393-401.
[11] Miller, J. M. Do COVID-19 conspiracy theory beliefs form a monological belief system?. Canadian Journal of Political Science/Revue canadienne de science politique. 2020; 53(2): 319-326.
[12] Parmet, W. E., & Paul, J. COVID-19: the first posttruth pandemic. American Journal of Public Health. 2020; 110(7): 945-946.
[13] Schneider, J. Making space for the "nuances of truth": Communication and uncertainty at an environmental journalists’ workshop. Science Communication. 2010; 32(2); 171-201.
[14] Stover, S. K., McArthur, L. B., & Mabry, M. L. Presenting Global Warming and Evolution as Public Health Issues to Encourage Acceptance of Scientific Evidence. Bioscene: Journal of College Biology Teaching. 2013; 39(2): 3-10.
[15] Xiao, S., & Sandoval, W. A. Associations between attitudes towards science and children’s evaluation of information about socioscientific issues. Science & Education. 2017; 26(3): 247-269.
[2] Ball, P., & Maxmen, A. The epic battle against corona-virus misinformation and conspiracy theories. Nature. 2020; 581(7809): 371-375.
[3] Benos, D. J., Fabres, J., Farmer, J., Gutierrez, J. P., Hennessy, K., Kosek, D., ... & Wang, K. Ethics and scientific publication. Advances in physiology education. 2005; 29(2): 59-74.
[4] Bridgman, A., Merkley, E., Loewen, P. J., Owen, T., Ruths, D., Teichmann, L., & Zhilin, O. The causes and consequences of COVID-19 misperceptions: Understanding the role of news and social media. Harvard Kennedy School Misinformation Review. 2020; 1: 3.
[5] Canan, P., & Hartman, M. Science–journalism collaboration: An experiment in closing the communication gap. Applied Environmental Education and Communication. 2007; 6(2): 167-177.
[6] Eikenberry, S. E., Mancuso, M., Iboi, E., Phan, T., Eikenberry, K., Kuang, Y., ... & Gumel, A. B. To mask or not to mask: Modeling the potential for face mask use by the general public to curtail the COVID-19 pandemic. Infectious disease modelling. 2020; 5: 293-308.
[7] Landsverk, G. (2020). A controversial study on coronavirus was partly funded by an airline founder who’s criticized lockdowns, according to a new investigation from BuzzFeed News. Business Insider. https://www.businessinsider.com/buzzfeed-stanford- coronavirus-study-funded-by-jetblue-founder-2020-5.
[8] Islam, A. N., Laato, S., Talukder, S., & Sutinen, E. Misinformation sharing and social media fatigue during COVID-19: An affordance and cognitive load perspective. Technological forecasting and social change. 2020; 159: 120201.
[9] Jurecki, K., & Wander, M. C. Science literacy, critical thinking, and scientific literature: Guidelines for evaluating scientific literature in the classroom. Journal of Geoscience Education. 2012; 60(2): 100-105.
[10] Lee, S. A. Coronavirus Anxiety Scale: A brief mental health screener for COVID-19 related anxiety. Death studies. 2020; 44(7): 393-401.
[11] Miller, J. M. Do COVID-19 conspiracy theory beliefs form a monological belief system?. Canadian Journal of Political Science/Revue canadienne de science politique. 2020; 53(2): 319-326.
[12] Parmet, W. E., & Paul, J. COVID-19: the first posttruth pandemic. American Journal of Public Health. 2020; 110(7): 945-946.
[13] Schneider, J. Making space for the "nuances of truth": Communication and uncertainty at an environmental journalists’ workshop. Science Communication. 2010; 32(2); 171-201.
[14] Stover, S. K., McArthur, L. B., & Mabry, M. L. Presenting Global Warming and Evolution as Public Health Issues to Encourage Acceptance of Scientific Evidence. Bioscene: Journal of College Biology Teaching. 2013; 39(2): 3-10.
[15] Xiao, S., & Sandoval, W. A. Associations between attitudes towards science and children’s evaluation of information about socioscientific issues. Science & Education. 2017; 26(3): 247-269.
Copyright © 2024 Zhaowei Huang, Haihong Li
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License