key: cord-0683575-86exy78p
authors: Erduran, Sibel
title: Science Education in the Era of a Pandemic: How Can History, Philosophy and Sociology of Science Contribute to Education for Understanding and Solving the Covid-19 Crisis?
date: 2020-03-30
journal: Sci Educ (Dordr)
DOI: 10.1007/s11191-020-00122-w
sha: a76ce88c08c35e4b1b717a21c16ceeb63bbc22a4
doc_id: 683575
cord_uid: 86exy78p

nan

but also in action-oriented and socially responsible citizenship. Education systems from around the world urgently need to embrace curriculum, instruction and assessment approaches that will empower students by adopting scientific habits of mind. The current health emergency is putting heavy demands on the quality of online learning environments. High stakes assessment systems face significant accountability challenges in obtaining reliable measures of learning outcomes when students cannot attend examinations in person. The informal or non-formal learning environments including families, museums and other institutions of social networking are having to adopt to different ways of interacting, and they are pivotal in ensuring that a systemic approach to scientific literacy can be established across society.

The Covid-19 pandemic can potentially last for an extended period and its impact on contemporary science and society is likely to be felt for a long time. Thus, the papers focusing on the theme will not be restricted to a special issue. Rather, Science & Education wishes to encourage colleagues to engage in this topic now and over a length of time with the possibility of manuscripts appearing in the upcoming issues and volumes. The papers may include, but are not limited to:

& Position papers about how HPS can contribute to science education in the era of the Covid- cultures and science learning communities (e.g. in schools, higher education institutions, research centres) organise themselves in adapting to a pandemic; & Critical reflection on science and more broadly on STEM curricula in terms of preparing the future generations for acquiring knowledge and skills to deal with global concerns such as pandemics and the climate emergency; & Investigations into various approaches to integrating HPS into teaching and learning of science through online resources and long-distance learning communities among teachers, students, parents, care-givers and other educational stakeholders.

In addressing such themes in their work, the community of educators, philosophers, historians, sociologists and other professionals are increasingly retreating into self-isolation and social distancing. Members of our community are facing new ways of working and some have no work or reduced work due to illness and/or care responsibilities. Science & Education considers it important to engage our community in constructive debates about how science education can contribute to understanding and solving the Covid-19 crisis. Inspired by Newton's accomplishments including the work on his theory of gravity during the plague, we aim to make these uncertain and distressful times purposeful and productive for the research and learning communities engaged in the improvement of science education through history, philosophy and sociology of science.

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