TY  - JOUR
T1  - Pre-Service Teachers' Levels of Distinguishing Science and Pseudoscience
TT  - Pre-Service Teachers' Levels of Distinguishing Science and Pseudoscience
AU  - Kızılcık, Hasan Şahin
PY  - 2024
DA  - December
Y2  - 2024
DO  - 10.47156/jide.1550120
JF  - Journal of Individual Differences in Education
JO  - JIDE
PB  - Eğitim Araştırmaları ve Yayınları Derneği (ERPA)
WT  - DergiPark
SN  - 2667-8691
SP  - 102
EP  - 114
VL  - 6
IS  - 2
LA  - en
AB  - 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.
KW  - Pseudoscience
KW  - Pseudoscientific beliefs
KW  - Pre-service teachers
KW  - Fields
KW  - Gender
N2  - 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.
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UR  - https://doi.org/10.47156/jide.1550120
L1  - https://dergipark.org.tr/tr/download/article-file/4214494
ER  -