Rethinking Scientific Literacy Based on Covid-19 Experiences from One Caribbean Country

Like many countries of the world, the government of the Caribbean country of Trinidad and Tobago adopted a scientific approach to cope with the recent Covid-19 pandemic. This paper describes that experience, interrogates citizens’ reactions to the science-based measures taken by the government and speculates on the meaning of these for scientific literacy internationally. Three peculiar aspects of the Trinidad and Tobago Covid-19 experience are highlighted. These are the public’s: (i) misconceptions of the nature of science, (ii) naïve perceptions of the relationships between science and society; and (iii) a preference for alternative non-scientific ideas in leading their lives. The paper recognises the urgent need for the explicit teaching of nature of science and the adoption of a science in context approach to teaching science that many scholars have long been advocating for. Additionally, an argument is raised for a rethinking of scientific literacy, one that pays more attention to the sociology and psychology of diverse learners in a bid to inspire people globally to be innovative, resilient, and adaptable in the face of unexpected challenges.