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

Year 2018, Volume: 4 Issue: 2, 142 - 154, 26.03.2018

Huseyin Es Halil Turgut

https://doi.org/10.21891/jeseh.409497

Cited By: 4

Abstract

The current study, aiming at investigating
the perceptions of candidate classroom teachers for being scientific and
examining the effect of the intervention comprising particular characteristics
of demarcation on those perceptions, was interpretative in nature. Two data
sources were utilized in order to determine their pre and post perceptions.
Candidates performed poorly in the process of concluding on the status of
pseudoscientific knowledge claims. But, after the intervention that based on
pre-determined characteristics, the guided participants were seemed to reason
more validly and able to evaluate the status of the cases they investigated for
being scientific or not. 

Keywords

Candidate teachers, Perceptions of science, Pseudoscience, Science education, Teacher education

References

• Es, H. & Turgut, H. (2018). Candidate classroom teachers’ perceptions about being scientific in the context of pseudoscience. Journal of Education in Science, Environment and Health (JESEH), 4(2), 142-154.