For decades, science educators have been encouraged to “stick to the science” and leave politics at the classroom door. But as disinformation spreads online and public trust in science seems to erode in some contexts, this advice is no longer realistic.
In Canada and elsewhere, science teachers face a challenge. Science is being questioned in varied ways, from social media videos to (sometimes convincing) messages in a larger cultural landscape of conspiratorial rhetoric emphasizing “what they don’t want you to know.”
From climate change denial to debates about vaccines, the classroom has become a front line in broader cultural battles amplified by individuals or groups via social media.
In this context, history may be one of the most powerful tools science teachers have to navigate sensitive issues, as research (including my own) has demonstrated.
My collaborative research project, funded by the Social Sciences and Humanities Research Council, is examining the question: “How do teachers teach science through history when the histories spark potentially heated sociopolitical debates?”
Why history matters in science education
For decades, research has shown students better understand how science works “behind the curtains” — what has been called “nature of science” — when they learn how discoveries were made, challenged and revised over time. Teaching students about the history of science has been a way to showcase the mechanisms of how knowledge is produced.
Some examples are understanding the role of evidence in proposing a theory or model or scientists’ arguments, disagreements and uncertainty when interpreting phenomena.
However, much of this past work on teaching the history of science in science education has fallen short. More can be done to address the social and political struggles that shaped science itself.
Science is intertwined with power
Today, educators acknowledge that history in science education is not just about facts and timelines. Historical examination reveals how science has been intertwined with race, gender, colonialism and power.
Examples abound and are increasingly known:
These realities point to the need for a new engagement with the history of science in science education.
THE CANADIAN PRESS/Chad Hipolito
Distrust is being amplified
It’s understandable that some individuals or communities that have first-hand or historical experience of science being used to exploit or oppress them may now experience skepticism or distrust in scientific research and the scientific enterprise.
This said, we now face situations where some ill-intentioned people or anti-democratic agitators sow distrust in society, sometimes related to science — or blur debates in a way that the public cannot discern what good science looks like anymore.
The worst teachers can do is avoid this conversation in the classroom. Misinformation thrives in such environments.
The challenge is to go further than exploring how knowledge is produced, to explore the sociopolitical dynamics of science, as argued by many researchers recently.
This means, in part, navigating changing historical evidence and evolving interpretations of it — as well as uncovering the stories that have long gone untold.
It means identifying patterns of oppression and inequities that are intertwined with scientific research and its legacies.
Teachers play a central role
Of course, bringing charged histories into the classroom is challenging. Addressing eugenics or the pillage of natural resources in the Global South may trigger students from related backgrounds, or students who have political empathy or solidarity with them.
Exploring Indigenous knowledge systems alongside western science can challenge the myth that science is purely a western creation. At the same time, this can risk pushback from some parents or administrators who think such content means teachers aren’t teaching science. Even worse, teachers can be accused of political indoctrination.
Read more:
Indigenous song keepers reveal traditional ecological knowledge in music
Yet teachers also find creative ways forward. Some use historical case studies of environmental degradation to frame discussions about how knowledge production and socio-political and moral elements are intertwined.
Others examine how corporations help shape scientific content or a scope of research, or draw on stories of women and racialized scientists to open conversations about equity and representation in STEM.
(Allison Shelley/The Verbatim Agency/EDUimages)
Historically situating today’s debates
A promising approach would be to understand how teachers who “go against the grain” do so in their classrooms and beyond school walls.
Sensitive topics sometimes spark discomfort, but using historical examples can also provide distance, allowing students to explore critically without feeling personally attacked. This offers teachers a rich tapestry to draw on when building historical accounts of science.
By situating today’s debates in a longer trajectory, teachers play a critical role helping students see that controversies around science are longstanding. Societies have always struggled to reconcile evidence with values.
(AP Photo/Mary Altaffer)
Engaging with history helps science students understand that knowledge, power and identity are interconnected in the classroom and beyond. Students can then be prepared to be aware citizens who can evaluate misinformation, grasp the social aspects of scientific issues and engage in democratic discussions.
In a polarized society, this is critically needed. Whether dealing with pandemics, climate change or artificial intelligence, students will face conflicting claims through the media and at home.
Avoiding complex discussions in schools leaves young people unprepared to understand them.
Renewed vision of science teaching
The stakes are high. If science educators continue to portray that science is neutral and apolitical, we risk reinforcing the very divisions we hope to overcome.
Read more:
Social studies as ‘neutral?’ That’s a myth, and pressures teachers to avoid contentious issues
But if we embrace history as a lens for teaching complex accounts of science, we open possibilities for more critical and socially relevant classrooms.
This means rethinking curricula, teacher education and support systems so that educators can confidently bring historical and sociopolitical perspectives into their teaching practice. It means valuing teachers as intellectuals who can adapt knowledge to their contexts, rather than reducing them to deliverers of neutral content.
Role for research partnerships
Academic researchers have a pivotal role. They can develop partnerships with teachers, hear their voices and work together to develop teaching practices that are grounded in teachers’ own contexts.
Such efforts may also help build trust and social cohesion, starting by uniting universities and other educational institutions, overcoming the divisiveness that has taken hold in so many places across the world.
Simply reclaiming the importance of science (or “defending” it) will fall short of the stature and complexity of the challenge ahead of us.
