Dear Marshall,

Your answer will depend widely on the needs of the student population, but there are specific vital roles that, just brainstorming "out loud", can be envisioned:

1. Compassionate support for our students' and colleagues' well-being. This will be crucial as each educator and student population will be juggling a wide variety of scenarios, from homelessness to severe illness and death. Well-being and compassionate support will be vital, even if that means placing traditional assessment and grading on the "back-burner". Mental health and well-being can and should take center stage as important parts of every student's education, and can be a springboard for community action and community outreach as common goals for a learning community.

2. Fundamental answers to: Why did this outbreak happen? And, how can it be prevented or mitigated in the future? Without placing blame, considering the scientific evidence for the outbreak and spread of SARS-CoV-2 and related COVID-19 disease will be essential for us all to consider, and to help our students grapple with the real consequences of a denouncement of conservation, and of science in general. Virology and epidemiology should be included as a central piece of any science standards or measures.

3. What careers will help support this kind of event in the future? And by this, I don't just mean epidemiologists, doctors, and nurses -- though those are essential roles. What careers have we overlooked, or perhaps haven't been given the credit they deserve? From pharmacists, to grocery store tellers (basic math skills, anyone!), to delivery people, to mail carriers, we all should have a renewed appreciation for both science careers and the essential job roles that keep an economy running at its most basic level. This could also be tied in to a multidisciplinary discussion of economics, civil rights, and law, especially with regard to universal health care, basic income, and income inequality.

Happy to continue the discussion. Thank you for asking this important question.

Sincerely,

Tara

thank you very much Prof. Tara. . . your answer have enlightened this study. This will be a great help to the discussions ^_^

Enlightened the general public on the negative effects of the virus on the process of teaching and learning, and also restructure the curriculum statement.

The role of the teacher is to accompany the student who lives a critical situation since they will be affected by circumstances that they may not be able to handle. You have to think beyond the qualification you have to provide constant support, attention and above all you have to show him tools that him to allow improve.

Along with all of the previous suggestions (particularly those about compassion and support), science teachers could show students their responses to all of this information flooding our senses. I would encourage science teachers to explain their epistemic cognitive processes including how they inform themselves. Students are still learning to decide what makes something "scientifically correct" and it is getting harder and harder to make these distinctions; it's not only about credible sources but also about making sound decisions about how data is interpreted. This is a great opportunity to show the impact of politics on science including what endeavours are pursued, what knowledge is of worth (and when is it of worth), how data is interpreted, and how we can inform ourselves and others with scientifically appropriate sources.

Marshall James P. Dantic. Thank you for your question. Learning about science and COVID-19 can take several aspects. Not just learning about the virus itself, although this is important. Teachers may go beyond this into other related learning opportunities. 1) impact of the pandemic on social media and views of people about the cover virus epidemic. How these views (positive, negative, or neutral) affected them. 2) Importance of prevention as a mechanism for becoming healthy. Types and mechanisms of disease prevention. 3) Importance of handwashing, and personal hygiene, and isolation in the prevention of infectious diseases. 4) Understanding how important to help others in such time, for example helping older adults to do their shopping, and helping people in need. How important to do even small work that can help others in this time, 5) understanding how the economy is connected with pandemics and wars and how such relationships work, with real examples happening around us to compare. I think such areas and others will engage students and motivate them.

Dear Prof. Marshall James P. Dantic

A needed one role could be teach fellow students how some scientists decided to play dice & almost destroyed humankind with SARS-CoV-20. In other words "the ethics of science & walfare"

Dear all.

Thank you for taking time and giving meaningful suggestions and contributions with regard to this nice and important topic. Science educators and covid- 19 are two important parameters presently in 2020. The covid -19 pandemic have created researches areas in many specialization. The science and technology, social sciences and history, law and culture and many more. Scientist and engineers are now very busy in conducting reseach, developing the vaccines and producing and reptoductions of masks, ventillators and drugs

Regards

following

I think that the vital roles of science educators in post-covid are three:

1. To teach on how to use health information systems, big data and geo-localization, in order to prevent and to follow trajectories of the studied phenomena.

2. To teach on the importance of personal hygiene and sanitation.

3. To enhance a more active teaching on science, technology and society relationships, mainly on issues like: to find good information sources, effects of collective fear, to judge press reports, perspectives on fake news and how to detect and combat them, and critical reasoning about "what people are saying".

Thanks.

Increase students' awareness of personal hygiene and maintaining general health.

Measure the consistency of the pandemic and propose a possible preventive cure for the covid outbreak

Development of science curricula in line with environmental education.

Following

https://cerahgeneve.ch/resources/covid-19-free-online-scientific-resources/?

thank you very much Abdelkader Mohamed Elsayed, sir !!!

I agree with Hamisu Ismail Ayagi

I believe that the science teacher has a fundamental role in promoting scientific literacy, since in many countries people do not practice social isolation because they believe in populist leaders who deny Science. See how in the case of Brazil and the USA, that the presidents recommend the use of chloroquine in spite of scientific researches showed that there are no results that the prescribers recommend, in fact according to the results the indication is not to use. Children and young people need to learn the value of science and education, and science teachers have a key role to play.

Article THE VALUE OF EDUCATION IN THE CONTEXT OF COVID-19 PANDEMIC

i think science teachers should be trained to further train all their students about such disasters and educate them safety measures so that they behave accordingly in such events.

The educators (professors, lecturers, instructors and teachers) need to adjust the manners in which educational training are administered in what can be regarded as the paradigm shift amidst COVID-19 global pandemic. The ongoing COVID-19 pandemic is an eye opener that the current educational technology and innovation in Nigeria and Africa are far behind the reality of the twenty first century education model. In the 21st century education system , robots are part of modern classroom teaching , mobile computing technology and augmented reality technologies are essential tools for education, e-learning education , distance education, smart learning, blended learning and digital libraries are adapted to provide access to the curriculum of education that will help students connect with the world and understand issues that our world faces.