The Relationship Between Exposure to Pseudoscientific Television Programmes and Pseudoscientific Beliefs among Taiwanese University Students

Tseng, Yuan-Chueh; Tsai, Chun-Chin; Hsieh, Pei-Yu; Hung, Jeng-Fung; Huang, Tai-Chu

doi:10.1080/21548455.2012.761366

Cited by 14 publications

(11 citation statements)

References 22 publications

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“…In other words, the parties put forward their opinions with the claim of being scientific, but these claims are not systematic information emerging from a scientific methodology and have no chance of being confirmed either experimentally or theoretically (Swanson, 2016). When pseudoscientific claims are put forward as if they are scientific claims, society has difficulty to distinguishing between science and pseudoscience (Tseng et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Investigation of the preservice teachers science-pseudoscience distinction and epistemological beliefs

Önal

Kirmizigül

2021

JPR

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This study aims to investigate preservice teachers' science-pseudoscience distinctions, epistemological beliefs, and to explore the relationship between these two parameters. To this end, a correlational research design has been employed. The study was conducted with the participation of 182 preservice science and preschool teachers, with the data being collected through the Science-Pseudoscience Distinction Scale and Epistemological Beliefs Questionnaire using descriptive statistics, multiple regression analyses, and correlation analyses. The results reveal the participants to have sophisticated epistemological beliefs and the ability to distinguish between science and pseudoscience, as well as a positive medium-level correlation between these two variables. Moreover, when comparing results through the variables of gender, department, and whether or not teachers follow scientific publications or broadcasts, these variables have been found to not predict participants' levels of science-pseudoscience distinction or epistemological beliefs. The preservice teachers' levels of science-pseudoscience distinction were found to vary significantly only based on grade level and favoring of senior preservice teachers. In more specific analyses, the preservice science teachers' epistemological beliefs were found to be more developed than preservice preschool teachers, with epistemological beliefs to be more developed as grade level increases. In light of these findings, lessons are recommended to be enhanced with activities designed to improve epistemological beliefs and the ability to distinguish between science and pseudoscience.

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Section: Introductionmentioning

confidence: 99%

Investigation of the preservice teachers science-pseudoscience distinction and epistemological beliefs

Önal

Kirmizigül

2021

JPR

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“…Such a result was in compliance with research indicating that various pseudoscientific claims as telekinesis, astrology, lucky numbers, or so have considerably been approved by the community (Tobacyk & Milford, 1983;National Science Board [NSB], 2006;Moore, 2005), expected reasoning skills cannot be used when encountered with paranormal claims (Wang & Lin, 2005) and even individuals having education in science could not apply scientific knowledge and skills adequately in the process of evaluating pseudoscientific claims (Afonsoa & Gilbert, 2010;Johnson & Pigliucci, 2004;Losh & Nzekwe, 2011;Walker, Hoekstra & Vogl, 2002). The approval of those pseudoscientific claims by the community and educated individuals such as university students was warranted partly with the impact of television programs (Tseng, Tsai, Hsieh, Hung & Huang, 2014). Also Mugaloglu (2014) indicated that learners are accepted existing pseudoscientific beliefs because of exposing to alternative constructions through social negotiation than to furthering their appreciation of science.…”

Section: Discussionmentioning

confidence: 99%

“…As stated above, since pseudoscientific claims are presented with the label of being scientific, they hide behind the prestige of science and therefore it becomes difficult for individuals to determine them (Tseng, Tsai, Hsieh, Hung & Huang, 2014). Related research showed that many pseudoscientific claims such as spacemen, telekinetic, astrology, lucky numbers and etc.…”

Section: Introductionmentioning

confidence: 99%

Candidate Classroom Teachers’ Perceptions about being Scientific in the Context of Pseudoscience

Eş¹,

Turgut²

2018

Journal of Education in Science, Environment and Health

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“…Regarding university students, pseudoscience beliefs are less prevalent in this population than in citizens with lower educational status (Macdonald et al, 2017a). However, university students also believe in pseudoscientific claims (Afonso & Gilbert, 2010;Peña & Paco, 2004;Tsai et al, 2015;Tseng et al, 2014). Furthermore, university students misinterpret the data presented in media reports of science, overestimating its analytic ability (Norris et al, 2003).…”

mentioning

confidence: 93%

Two Interventions to Improve Knowledge of Scientific and Dissemination Articles in First-Year University Students

Zorzo¹,

Fernández-Baizán²,

Gutiérrez-Menéndez³

et al. 2021

IJEP

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The representations of science in mass media have shown a significant increase in the last years. However, mass media dissemination activities can extend to pseudoscience due to the fact that not all scientific news are published with the same rigour. Thus, we aimed to develop two theoretical-practical interventions among first-year university students with the purpose of improving their knowledge about scientific studies and original scientific sources, as well as to critically analyze dissemination of scientific research in media. The interventions had a positive impact on knowledge about scientific information sources, particularly Pubmed, in addition to reducing the number of incorrect features linked to both scientific and dissemination articles, suggesting the importance of interventions focused on misconceptions. However, students showed knowledge of correct features of scientific articles, independently of our intervention, and they made more mistakes when attributing incorrect features to scientific articles when compared to dissemination ones.

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The Relationship Between Exposure to Pseudoscientific Television Programmes and Pseudoscientific Beliefs among Taiwanese University Students

Cited by 14 publications

References 22 publications

Investigation of the preservice teachers science-pseudoscience distinction and epistemological beliefs

Investigation of the preservice teachers science-pseudoscience distinction and epistemological beliefs

Candidate Classroom Teachers’ Perceptions about being Scientific in the Context of Pseudoscience

Two Interventions to Improve Knowledge of Scientific and Dissemination Articles in First-Year University Students

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