Inferring Pre-service Science Teachers’ Understanding of Science by Using Socially Embedded Pseudoscientific Context

Candidate Classroom Teachers’ Perceptions about being Scientific in the Context of Pseudoscience

“…Depending on the results of the research, it is likely to see that candidate teachers applied for the characteristics which are more suitable for the traditional conception of science in the process of decision making regarding the being scientific of a case. Similarly Metin, & Ertepinar (2016) indicated that teacher candidates would have difficulties to transfer their understanding about science into other issues and although they were aware of the scientific process, they had difficulties to demarcate science from pseudoscience. However, the present study results indicate that their reasoning abilities increased when they were given some characteristics of science that the candidate teachers could apply in determining being scientific.…”

“…However, the present study results indicate that their reasoning abilities increased when they were given some characteristics of science that the candidate teachers could apply in determining being scientific. Also, it is suggested that using pseudoscientific cases is a useful tool to promote critical thinking (De Robertis, & Delaney, 2000;Metin, & Ertepinar 2016). For this reasons, it is of crucial importance that the candidate teachers be made to perceive the sense of modern science in educational process and be taught the characteristics of science they could use in evaluating being scientific.…”

Perceptions of Eighth Graders Concerning the Aim, Effectiveness, and Scientific Basis of Pseudoscience: the Case of Crystal Healing

“…Recently, Metin & Ertepinar (2016) investigated pre-service elementary science teachers' scientific and pseudoscientific beliefs about earthquake and explored their inferences about their understanding of science. The results revealed that some of the pre-service science teachers had pseudoscientific beliefs about earthquakes despite their science education background.…”

Ortaokul Öğrencilerinin Bilim-Sözde Bilim Algılarının Kavram Karikatürleri Aracılığıyla İncelenmesi

“…Bilim alanını, bilim filozofları arasında sözde bilimsel alanlardan ayıran kesin sınırlandırma kriterleri yoktur (Afonso ve Gilbert, 2010). Ayırma konusu eski zamanlara kadar izlenmesine rağmen birçok çağdaş filozof, sınırlama sorununu yüzyıllar boyu kendi paradigma bakış açılarından çözmeye çalışmıştır (Metin ve Ertepinar, 2016).…”