Pre-Service Science Teachers' Discrimination Level of Science and Pseudoscience

Autor/inn/en	Uçar, Murat Berat; Sahin, Elvan
Titel	Pre-Service Science Teachers' Discrimination Level of Science and Pseudoscience
Quelle	In: Science Education International, 29 (2018) 4, S.267-273 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Preservice Teachers; Science Teachers; Foreign Countries; Student Attitudes; Science Process Skills; Inquiry; Measures (Individuals); Scientific Methodology; Discriminant Analysis; Gender Differences; Beliefs; Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Schülerverhalten; Messdaten; Diskriminanzanalyse; Geschlechterkonflikt; Belief; Glaube; Türkei
Abstract	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. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01