2024/12/28 by Hasan Şahin Kızılcık · 1 voice
Psychology · Medicine · Social Sciences · #Paranormal Experiences and Beliefs #Biofield Effects and Biophysics #Science Education and Pedagogy
paper · pdf · doi:10.47156/jide.1550120
openalex publication_date 2024/12/28 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/04
This study aims to examine whether pre-service teachers can distinguish between pseudoscience and science. A survey method was used in this study. Data were gathered from 307 pre-service teachers studying in various fields at a public institution. They were split into two categories: "Natural Science and Mathematics Teaching" and "Social Sciences and Art Teaching." A Likert scale was used, consisting of four factors: "Pseudoscience," "Scientific Methods," "Discrimination between Science and Pseudoscience," and "Pseudoscientific Beliefs." As a result, pre-service teachers have a poor understanding of pseudoscience. They also struggle to differentiate between pseudoscience and science. An adequate grasp of scientific technique does not contribute positively to their pseudoscientific ideas. It is especially evident among those in the Social Sciences and Art Teaching fields who have not received specialised training in the history and philosophy of science. However, no significant difference is found in terms of gender in all four factors.