Exploring Pre-service Teachers' Reasoning Levels on Pseudoscientific and Scientific Texts.
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| Title: | Exploring Pre-service Teachers' Reasoning Levels on Pseudoscientific and Scientific Texts. |
|---|---|
| Authors: | Saribas, Deniz1 (AUTHOR) denizsaribas@gmail.com, Çetinkaya, Ertan2 (AUTHOR) |
| Source: | Science & Education. Oct2025, Vol. 34 Issue 5, p3589-3613. 25p. |
| Subject Terms: | *Critical thinking, *Content analysis, *Teacher training, *Student teachers, Pseudoscience, Disinformation, Trust |
| Abstract: | We live in a post-truth era, where disinformation and misinformation spread rapidly. In such an era, individuals need to be able to critically evaluate information. Investigating pre-service teachers' ability to evaluate information is crucial because they will be educating future citizens who are able to distinguish pseudoscientific information from scientific information. The aim of the current qualitative study was to investigate pre-service teachers' (PSTs') scientific reasoning levels in pseudoscientific and scientific topics. In this study, the reasoning levels of pre-service teachers in texts dealing with pseudoscientific and scientific topics were examined in two phases. First, the PSTs were given a manipulated and researcher-generated text created on one of ten pseudoscientific topics of their choice, and then, a scientific text on climate change in which the researchers had deliberately manipulated some of the information. They were asked to discuss in groups of 3 or 4 whether the information in each text was trustworthy and scientific, and whether the sources listed in the bibliography in each task were credible. Each of the groups' tasks were analysed, considering their evaluation of information based on evidence, their differentiation between pseudoscientific information and scientific knowledge, and their judgement of the credibility of sources according to a rubric created by the researchers. The results of the study showed that PSTs were rarely able to demonstrate a high level of scientific reasoning in both pseudoscientific and scientific texts. The results suggest that teacher-training programmes should be redesigned to include discussion of the criteria for scientific knowledge and the credibility of sources to promote PSTs' scientific reasoning. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188905341 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Pre-service Teachers' Reasoning Levels on Pseudoscientific and Scientific Texts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Saribas%2C+Deniz%22">Saribas, Deniz</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> denizsaribas@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Çetinkaya%2C+Ertan%22">Çetinkaya, Ertan</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Oct2025, Vol. 34 Issue 5, p3589-3613. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pseudoscience%22">Pseudoscience</searchLink><br /><searchLink fieldCode="DE" term="%22Disinformation%22">Disinformation</searchLink><br /><searchLink fieldCode="DE" term="%22Trust%22">Trust</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: We live in a post-truth era, where disinformation and misinformation spread rapidly. In such an era, individuals need to be able to critically evaluate information. Investigating pre-service teachers' ability to evaluate information is crucial because they will be educating future citizens who are able to distinguish pseudoscientific information from scientific information. The aim of the current qualitative study was to investigate pre-service teachers' (PSTs') scientific reasoning levels in pseudoscientific and scientific topics. In this study, the reasoning levels of pre-service teachers in texts dealing with pseudoscientific and scientific topics were examined in two phases. First, the PSTs were given a manipulated and researcher-generated text created on one of ten pseudoscientific topics of their choice, and then, a scientific text on climate change in which the researchers had deliberately manipulated some of the information. They were asked to discuss in groups of 3 or 4 whether the information in each text was trustworthy and scientific, and whether the sources listed in the bibliography in each task were credible. Each of the groups' tasks were analysed, considering their evaluation of information based on evidence, their differentiation between pseudoscientific information and scientific knowledge, and their judgement of the credibility of sources according to a rubric created by the researchers. The results of the study showed that PSTs were rarely able to demonstrate a high level of scientific reasoning in both pseudoscientific and scientific texts. The results suggest that teacher-training programmes should be redesigned to include discussion of the criteria for scientific knowledge and the credibility of sources to promote PSTs' scientific reasoning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11191-024-00583-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 3589 Subjects: – SubjectFull: Critical thinking Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Pseudoscience Type: general – SubjectFull: Disinformation Type: general – SubjectFull: Trust Type: general Titles: – TitleFull: Exploring Pre-service Teachers' Reasoning Levels on Pseudoscientific and Scientific Texts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Saribas, Deniz – PersonEntity: Name: NameFull: Çetinkaya, Ertan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09267220 Numbering: – Type: volume Value: 34 – Type: issue Value: 5 Titles: – TitleFull: Science & Education Type: main |
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