Why the Study of Pseudoscience Should Be Included in Nature of Science Studies

Good, Ronald G.

doi:10.1007/978-94-007-2457-0_5

Cited by 8 publications

(13 citation statements)

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“…The studies by Johnson (2003) and Lundström and Jakobsson (2009), did not find a significant relation between the level of scientific knowledge and beliefs in pseudoscience. In addition, Good (2012) ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ demonstrated that a science education program with special emphasis on the nature of science did not guarantee more skepticism towards pseudoscience. It is striking that neither high school students (Preece & Baxter, 2000) nor university students (Sugarman et al, 2011) have been found to correctly delimit science and pseudoscience.…”

Section: Introductionmentioning

confidence: 99%

Level of Acceptance of Epistemically Unwarranted Beliefs in Pre-Service Primary School Teachers: Influence of Cognitive Style, Academic Level and Gender

Cadena-Íñiguez

Portolés

Sanz

et al. 2022

JBSE

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One of the main objectives of scientific literacy is the development of rational skills and critical thinking in citizens. This is a central goal for teachers. However, beliefs that lack rational foundation and supporting evidence, named “epistemically unwarranted beliefs” (EUB), spread rapidly among the population. If teachers had some of these EUB, their work could be compromised. The aim of this research was to determine the level of acceptance of different EUB in Spanish pre-service primary school teachers and to analyze the influence of their cognitive style, gender, and academic level. Two hundred and fifty undergraduate students of Bachelor’s Degree in Primary Education participated in this study. Two questionnaires were used to collect data. ANOVA, ANCOVA, correlations, and linear regression analysis were used to quantify that influence. Results showed high levels of acceptance of some EUB in future teachers, with significant influences of gender and academic level, and a mediating role of cognitive styles. Experiential and rational cognitive styles, and academic level were significant predictors of EUB, being experiential thinking the most powerful one. Thus, pre-service teacher education should have an epistemological vigilance on future teachers’ scientific literacy and increase the presence of rational style among teachers. Keywords: cognitive style, epistemically unwarranted beliefs, gender influence, knowledge level, pre-service teachers, primary education

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Section: Introductionmentioning

confidence: 99%

Level of Acceptance of Epistemically Unwarranted Beliefs in Pre-Service Primary School Teachers: Influence of Cognitive Style, Academic Level and Gender

Cadena-Íñiguez

Portolés

Sanz

et al. 2022

JBSE

View full text Add to dashboard Cite

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“…Así, lo que diferencia a la ciencia de la pseudociencia, son las características (en su conjunto) de cada una de ellas. Las características de la ciencia se agrupan bajo el concepto de naturaleza de la ciencia (NdC en adelante) y, por semejanza, a las de la pseudociencia se las puede denominar como naturaleza de la pseudociencia (Good, 2012).…”

Section: ¿Qué Diferencia a La Ciencia De La Pseudociencia?unclassified

“…Algunas de las fortalezas de la pseudociencia radican en su apariencia de cienciareclamo de autoridad del que se aprovechan-, en sus atractivas y extraordinarias afirmaciones y en su rápida difusión desde los medios de comunicación. Además, el efecto placebo podría convertirse en aliado de algunos medicamentos alternativos (Good, 2012).…”

Section: ¿Qué Diferencia a La Ciencia De La Pseudociencia?unclassified

“…Diversos estudios avisan que no se encuentra una correlación entre un mayor conocimiento en ciencias y un mayor escepticismo frente a las pseudociencias (Johnson y Pigliucci, 2004;Lundström y Jakobsson, 2009). Por su parte, se encuentra muy poca evidencia de que un mayor conocimiento sobre la NdC suponga un mayor rechazo hacia la pseudociencia (Good, 2012). Por otro lado, la confianza en la medicina alternativa se da frecuentemente en personas con un buen nivel educativo (Losh y Nzewke, 2011;Uskola, 2016); por ejemplo, la homeopatía es más consumida entre las personas de clase alta (Uskola, 2016).…”

Section: ¿Por Qué Estudiar Qué Es La Pseudociencia?unclassified

“…Ante esta situación, se hace patente que la vía para reducir las creencias pseudocientíficas debería encaminarse directamente sobre la crítica a la pseudociencia. La cual puede aprovecharse también para comprender mejor la ciencia y su naturaleza (Good, 2012;Martin, 1994), pues se trata de las dos caras de una misma moneda. Allchin (2012) lo describe así "si el objetivo es enseñar "cómo funciona la ciencia" (Board of Science Education, 2011;OECD, 2009), parece igualmente importante enseñar, en algunas ocasiones, cómo no funciona.…”

Section: ¿Por Qué Estudiar Qué Es La Pseudociencia?unclassified

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¿Qué ciencia se introduce en los libros de texto de Educación Secundaria?

Ibáñez¹

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En primer lugar me gustaría agradecer a mis directoras, Pilar Jiménez y Carmen Romero, por su confianza desde el principio en este trabajo, por sus orientaciones para realizarlo, por su atención y disposición en todo momento y, sobre todo, por aguantarme. A Pilar le debo el haberme acercado a este mundo, el de la investigación educativa, pues hace ya dos años que con sus palabras logró abrirme la mente y despertar en mí un interés desconocido. A Carmen le agradezco sinceramente su entusiasmo y optimismo, tan necesarios en todo trabajo. De igual manera, quiero dar las gracias a Javier Carrillo, siempre pendiente de informar a sus alumnos sobre las oportunidades disponibles. Sin él no habría conocido la existencia de este máster. Le agradezco también su afable saludo cada vez que me ve asomar por el departamento.

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

2017

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Practices such as astrology or crystal healing can be defined as pseudoscience. Against pseudoscience, one of the major responsibilities of science education must be to develop science-literate individuals who are able to understand what science is, how science is undertaken, how scientific knowledge is constructed, and how it is justified, then they will be able to determine whether a claim is valid and be alert to practices which fall outside the realms of science, especially those in the area of pseudoscience. For this reason, the ability of recognizing flawed process and claims of pseudoscience is referred to one of the crucial parts of science literacy. The present study aimed to uncover middle school students' understanding of the inherent aim of pseudoscientists and pseudoscientific applications related to crystals and to reveal their judgments and justifications regarding the effectiveness and scientific basis of these applications. The present study was qualitative in nature. The results of the study showed that the students were very gullible about the aim, effectiveness, and scientific basis of pseudoscientific practices and in particular the use of crystals. Furthermore, similar to pseudoscientists, the students generally used weak reasoning to evaluate the presented claims and research designs about crystals and crystal healing.

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Why the Study of Pseudoscience Should Be Included in Nature of Science Studies

Cited by 8 publications

References 2 publications

Level of Acceptance of Epistemically Unwarranted Beliefs in Pre-Service Primary School Teachers: Influence of Cognitive Style, Academic Level and Gender

Level of Acceptance of Epistemically Unwarranted Beliefs in Pre-Service Primary School Teachers: Influence of Cognitive Style, Academic Level and Gender

¿Qué ciencia se introduce en los libros de texto de Educación Secundaria?

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

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