Correction to: Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic: What can Science Education learn from this episode?

[This corrects the article DOI: 10.1007/s11191-021-00193-3.].

Not Only Why but Also How to Trust Science: Reshaping Science Education Based on Science Studies for a Better Post-pandemic World

Many authors blame postmodernism and studies on Sociology and Anthropology of Science (Science Studies) for the rise of relativism and anti-science movements. Despite such criticism, Science Studies have always been concerned with the construction of the common world (a shared reality), while the anti-science movement goes in the opposite direction, denying science to defend economic and political interests of specific groups. In this sense, the post-truth movement is part of a political agenda and therefore science education will not be able to face the dilemmas of such scenario unless it takes a clear political stance. Thus, our objective is to present a discussion on why we should trust science as well as what it means to trust science precisely from the so-called ontological turn of science studies. We argue that, based on this sociological framework, it is possible to recognize the value of science as a community capable of producing networks and actors that mobilize the world and that respond to day-to-day problems. Next, we discuss the fact that trusting in science does not mean blind trusting specialists. It is necessary to increase the participation of different actors in the construction of the common world, especially by calling into debate those who were made invisible in the process of colonialism. Finally, we argue that recovering confidence in science is a political process, in a way that public opinion can only changed by politically organizing the field of science and science education.

Epistemic and Political Confrontations Around the Public Policies to Fight COVID-19 Pandemic: What can Science Education learn from this episode?

Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19 bring elements that allow us to argue that Science Education needs to embrace perspectives that highlight politics as co-constitutive of science, and not in a subsidiary role to it. To defend this thesis, we begin with a theoretical framework based on arguments of science studies and from exemplary cases from history of science. Then, we analyze some of the public controversies surrounding COVID-19, in its most central aspects, trying to interpret how intertwining between science and politics took place. Brazilian case is analyzed in more details. Finally, based on educational scholarship and considering the previous discussions, we propose some implications for Science Education research and practices, both concerning the role of HPSS in its teaching and discussing critically boundaries of this research field.