ABSTRACT
People's ability to evaluate scientific research is important to dealing with the COVID-19 pandemic. STEM educators can use the pandemic to frame instruction of scientific literacy and critical-thinking skills. In a small pilot introductory psychology course taught online in spring 2021, we created jigsaw-style modules organized around real-world applications of psychological research in which students applied results from empirical papers to address current issues and integrated their findings into group projects. In this article, we discuss a module focusing on how children's development might be impacted by different COVID-19 pandemic school opening policies. We found that students successfully applied empirical results to inform approaches to public policy. Our experience can offer guidance to future STEM instructors incorporating current events into course content to support student learning in a virtual learning environment.