Science educators can provide learning experiences that challenge notions of mistrust in science, and provide students with the science skills necessary to obtain, evaluate, and communicate credible scientific information. As the COVID-19 pandemic persists, the American public continues to be inundated with messages reinforcing the importance of social distancing, hand-washing and the effectiveness of masks to slow the spread of the coronavirus. While most citizens diligently responded to these recommendations with compliance, there remained subcultures of the American public determined to resist these recommendations and engage in a discourse rooted in a mistrust of science. This discourse of science mistrust was perpetuated through the use of social media, as well as the modeling behaviors of government leaders, particularly as social media posts and news coverage were primary methods of social interaction during mandated stay-at-home orders. The discourse of science mistrust perpetuated during the COVID-19 pandemic reveals that a concerted effort is required by all science educators to aid with overcoming this discourse. Overcoming science mistrust begins in the science classroom by implementing pedagogical opportunities for science students to obtain, evaluate, and communicate scientific information. Allowing students to obtain and evaluate information are a critical skill to develop in the science classroom as science educators aim to produce competent consumers of scientific information. Furthermore, science students ought to also have experience with the skills associated with communicating scientific information. Communicating scientific information is a critical skill for science students to develop as it is through the effective communication of credible scientific information that the discourse of science mistrust can be overcome. Providing these learning opportunities to science students empower students to effectively evaluate social media and news coverage associated with the COVID-19 pandemic, and promote a future, wherein citizens are able to read, interpret, and critically consume scientific information to overcome discourses of science mistrust.

科学教育者可以提供挑战科学不信任观念的学习经验，并为学生提供获取、评估和交流可信科学信息所必需的科学技能。随着 COVID-19 大流行的持续，美国公众继续被各种信息所淹没，这些信息强化了保持社交距离、洗手和口罩在减缓冠状病毒传播方面的有效性的重要性。尽管大多数公民都对这些建议做出了认真的回应，但仍有一些美国公众的亚文化决心抵制这些建议，并参与植根于对科学的不信任的话语中。这种科学不信任的话语通过社交媒体的使用以及政府领导人的模范行为得以延续，特别是因为社交媒体帖子和新闻报道是强制居家令期间社交互动的主要方式。在 COVID-19 大流行期间持续存在的科学不信任言论表明，所有科学教育工作者都需要齐心协力来帮助克服这种言论。克服科学不信任始于科学课堂，为科学学生提供获取、评估和交流科学信息的教学机会。允许学生获取和评估信息是在科学课堂上发展的一项关键技能，因为科学教育者的目标是培养有能力的科学信息消费者。此外，理科学生还应该具备与传播科学信息相关的技能的经验。交流科学信息是理科学生发展的一项关键技能，因为通过有效交流可靠的科学信息，科学不信任的话语可以被克服。为理科学生提供这些学习机会，使学生能够有效地评估与 COVID-19 大流行相关的社交媒体和新闻报道，并促进未来公民能够阅读、解释和批判性地消费科学信息以克服科学不信任的言论.