Martin Braund
Critical STEM Literacy and the COVID-19 Pandemic
Nelson Mandela University
abstract covid19 pandemic resulted unprecedented amounts information communicated public relating stem pandemic seen wicked problem defined high complexity uncertainty contested social values requiring transdisciplinary approach formulating social policy article argues critical stem literacy required engage sufficiently stem knowledge science operates informs personal health decisions stem literacy necessary critique government social policy decisions set rules behaviour limit spread covid19 ideas scientific mathematical critical literacy discussed reviewing current knowledge sarscov2 virus aid interpretation examples provided article draws experience pandemic united kingdom uk particularly mathematical modelling used calculate reproductive rate r covid19 communication mortality case data using graphs mitigation strategies social distancing mask wearing examples interaction stem political milieu often misrepresents science activity generate one dependable truth rather careful empirical validation new knowledge critical stem literacy thus requires appreciation social practices science peer review assessment bias implications pandemic stem education schools requiring critical thinking understanding disease epidemiology global context discussed