Multivariate Analysis of Beliefs in Pseudoscience and Superstitions among Pre-Service Teachers in Spain

Autor/inn/en	Fernández-Carro, Remo; Vílchez, José Eduardo; Vílchez-González, José Miguel; Ezquerra, Ángel
Titel	Multivariate Analysis of Beliefs in Pseudoscience and Superstitions among Pre-Service Teachers in Spain
Quelle	In: Science & Education, 32 (2023) 4, S.909-925 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernández-Carro, Remo) ORCID (Vílchez, José Eduardo) ORCID (Vílchez-González, José Miguel) ORCID (Ezquerra, Ángel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-022-00354-y
Schlagwörter	Foreign Countries; Preservice Teachers; Beliefs; Scientific Attitudes; Misconceptions; Student Attitudes; Scientific Concepts; Age Groups; Individual Differences; Knowledge Level; Educational Attainment; Student Interests; Spain + Suchen Sie Ihr Suchwort? Ausland; Belief; Glaube; Missverständnis; Schülerverhalten; Age grop; Altersgruppe; Individueller Unterschied; Wissensbasis; Bildungsabschluss; Bildungsgut; Studieninteresse; Spanien
Abstract	Do pre-service teachers have the same beliefs in superstitions and pseudoscience as the members of their generation? We expect so, because they are slightly different in at least two of the variables that explain differences, namely family income and level of studies, and also, normatively, because beliefs among teaching staff appear to be a key matter in the scientific literacy of citizens. In this work, we compare data from the general public of the same age to our sample of 578 pre-service teachers from five Spanish universities, using the same questionnaire. Multivariate regression analysis is then used to study the factors that affect defence of such beliefs and the differences between pre-service teachers and their age group. We have found that, on the contrary to what was expected, beliefs among pre-service teachers are not far from those of their age group in the population at large. Within that relatively homogenous group, a favourable attitude toward pseudoscience and superstition mainly depends on their educational level and basic knowledge of science, but that knowledge probably depends on their spontaneous interest in scientific matters and a prior favourable attitude. These results have implications in training scientific teachers and in the scientific literacy of the population. Thus, we must consider such non-scientific beliefs when designing classroom proposals and when communicating scientific content in social contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01