Pre-Service Teachers' Levels of Distinguishing Science and Pseudoscience

Abstract

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.

Keywords

• Pseudoscience
• Pseudoscientific beliefs
• Pre-service teachers
• Fields
• Gender

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