Why science education is more important than most scientists think.

The COVID-19 pandemic has revealed that a shockingly large fraction of the public is willing to ignore scientific judgements on issues such a vaccines and mask wearing. For far too many, scientific findings are viewed as what scientists believe, rather than as the product of an elaborate community process that produces reliable knowledge. This widespread misunderstanding should serve as a wake-up call for scientists, clearly demonstrating that the standard way that we teach science - as a large collection of "facts" that scientists have discovered about the world - needs major change. Three more ambitious and important goals for science education at all levels are outlined. In order of increasing difficulty, these are: (1) to provide all adults with an ability to investigate scientific problems as scientists do, using logic, experiment, and evidence; (2) to provide all adults with an understanding of how the scientific enterprise works - and why they should therefore trust the consensus judgements of science on issues like smoking, vaccination, and climate change; and (3) to provide all adults with the habit of solving their everyday problems as scientists do, using logic, experiment, and evidence. Although examples exist for attaining all of these goals, extensive education research will be needed to discover how best to teach the last two. I argue that such an effort is urgent, and that it can best begin by focusing on the introductory courses in biology and other science disciplines at the university level.

Beyond politics: additional factors underlying skepticism of a COVID-19 vaccine.

Even before it had been developed there had already been skepticism among the general public concerning a vaccine for COVID-19. What are the factors that drive this skepticism? While much has been said about how political differences are at play, in this article I draw attention to two additional factors that have not received as much attention: witnessing the fallibility of the scientific process play out in real time, and a perceived breakdown of the distinction between experts and non-experts.

Influenza response planning for the centers of excellence for influenza research and surveillance: Science preparedness for enhancing global health security.

BACKGROUND: The Centers of Excellence for Influenza Research and Surveillance (CEIRS) network, funded by the US National Institutes of Health, has been operational since 2007 and is tasked with conducting research to improve understanding of influenza viruses. Recently, CEIRS developed an Influenza Response Plan (IRP) to improve science preparedness for the network. METHODS: Development of the IRP involved a collaborative process between project staff, CEIRS center directors or their designees, and NIAID CEIRS leadership (referred to as the Pandemic Planning Advisory Committee [PPAC]). Project staff identified and summarized the response capabilities of each center and then worked with the PPAC to identify and rank research priorities for an emergency response using a modified Delphi method. RESULTS: Key elements of the response plan include tables of response capabilities for each CEIRS center, a framework that outlines and ranks research priorities for CEIRS during an emergency situation, and an operational strategy for executing the research priorities. CONCLUSIONS: The CEIRS IRP highlights the importance of enhancing science preparedness in advance of an influenza pandemic or other influenza-related zoonotic incident to ensure that research can be carried out expeditiously and effectively in emergency situations and to improve global health security.