To what extent do pseudosciences affect teachers? A look at the mindset of science teachers in training

Jordi Solbes Matarredona, Rafael Palomar Fons, María Consuelo Domínguez Sales


Pseudosciences are present and accepted naturally by broad sectors of the population. Despite their potential risks, they are not taken into account when teaching science; some universities have even offered official pseudoscientific courses. In this text we want to learn about the degree of acceptance of these beliefs in high-school science teachers in training, who have been detected to have significant levels of acceptance of pseudoscience.


scientific culture; pseudoscience; high school learning; critical thinking; teacher training

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