Science Education International, vol.29, no.4, pp.267-273, 2018 (Refereed Journals of Other Institutions)
This quantitative study aimed to examine Turkish pre-service science teachers’ beliefs regarding the demarcating between science and
pseudoscience. Participants completed the Science and Pseudoscience Distinction Scale. Data collected from the 123 pre-service science
teachers were examined based on the dimensions of the instrument, namely science as a process of inquiry (SCI), demarcating between
science and pseudoscience, and pseudoscientific beliefs (PS). This study found that these pre-service science teachers generally did
not hold strong beliefs on distinguishing science and pseudoscience. Their beliefs regarding SCI were not highly favorable. Moreover,
this study revealed that they had some PS. Considering the role of gender and year in the program, the results of two-way MANOVA
indicated that there was no statistically significant difference on the related belief constructs for these pre-service science teachers.
Thus, the present study intended to shed light on pre-service science teachers’ mindsets about identifying accurate scientific information
rather than pseudoscientific confusions that could aid preparing scientifically literate students. It was shown that their teacher education
program did not facilitate favorable beliefs. This study highlights some potential areas for further exploration of addressing pre-service
science teachers’ discrimination skills of science and pseudoscience.