Perception of Science and Pseudoscience: What do pré-service Natural Science teacher reveal?
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n2p381Keywords:
Teacher Education in Natural Sciences, Nature of Science, Pseudoscience, Scientific LiteracyAbstract
This study presents the results of a scientific literacy index, developed based on international scales and adapted to the Brazilian context, incorporating specific practices and beliefs present in national public debates. The analysis focuses on perceptions of the nature of science and pseudoscience among undergraduate students in Biological Sciences, Physics, and Chemistry teacher education programs. Employing a mixed-methods approach, the study used an online questionnaire completed by 173 students attending in-person courses at Brazilian public universities. Our findings reveal a moderate understanding of scientific principles, but recurring difficulties in distinguishing between science and pseudoscience. Senior students outperformed freshmen, although results varied across disciplines. In terms of courses, the highest levels of scientific literacy were found among physics students, followed by biology students and, lastly, chemistry students. These findings underscore the need to systematically integrate epistemology, history, and philosophy of science into teacher education as a strategy to promote critical thinking and counter the spread of pseudoscience in educational settings.References
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