The current COVID-19 pandemic raises reflection on the new roles of science education in citizen education in a world characterized by civilization risks, derived from the socioeconomic development. This specific type of risk is treated as manufactured risk as proposed by the sociologist Ulrich Beck. In this work, we report a document analysis starting from Beck's risk society theory, followed by notions of reflexive modernity, risk perception and the Cynefin decision making model for complex problems. COVID-19 pandemic is characterized as a manufactured risk and we present features of it. We state that students are unable to deal with manufactured risk because of the type of problems they are usually prepared to solve at school and the limited risk perception they have. In order to acquire a better science education, we propose the integration of wicked problems in science programs alongside the use of a multidimensional schema, so-called amplified risk perception space, a tool to locate students' risk perception. We hope to contribute to prepare citizens for a world of global and complex events, such as the current pandemic.
Risk Society and Science Education