Teachers face mounting challenges with legislation on who can teach, what should be taught, and what students need. The future of the Department of Education feels uncertain, and educators, especially in English and history, are often under pressure about their curricula. But what about STEM? Can STEM be our neutral, apolitical, guiding light? After all, science and math are rooted in facts and evidence, right?
The answer isn’t so simple. What happens when evidence itself is called into question? How do we teach students to use the Claim-Evidence-Reasoning (C-E-R) format when society increasingly dismisses facts as opinion? Choosing to ignore evidence erodes trust in the scientific process; the very foundation of science education.Â
Teachers often find themselves in a precarious position: balancing the need to “not rock the boat,” as Rebecca Hill says, to maintain trust with administrators and communities, against the risk of undermining science by “teaching both sides” of arguments.Â
In his 2020 article, Kenton Buck, argues that this supposed neutrality is deeply problematic, as it allows misinformation to infiltrate the curriculum. Rather than fostering critical thinking, presenting pseudoscience alongside established science ultimately undermines it.
So, what can we do?
Now more than ever, we must commit to teaching students how to think rather than what to think. In today’s world, shaped by AI, decline in fact checking, and biases students must learn the skills to navigate misinformation and uncertainty. Media literacy, data analysis, and understanding AI-generated content are critical tools so students can make sense of the complex information landscape they face.
Preparing students to be engaged citizens, thoughtful neighbors, and responsible participants in society requires more than just knowledge. Science and STEM education provide a framework for logical thinking, problem-solving, and evidence-based reasoning—skills that are essential for navigating the challenges of our time. As educators our goal isn’t to tell students what to think but to give them the tools they need to think for themselves.
About the Author
Amy Szczepanski (she/her) is a Professional Learning Specialist at Teaching Channel. She holds a B.S. in both Biology and Environmental Science, a Master’s in Teaching, and has been teaching since 2014. Amy uses her experience to create highly engaging and effective content for both teachers and students. She loves all things STEM and is passionate about teacher advocacy.
Fun fact: Amy’s favorite hobby is taking long walks through New York City searching for delicious treats.
