Methodological differences between science and pseudoscience :the case of crystals from the standpoint of 8th graders

Metin, Duygu
Çakıroğlu, Jale
Leblebicioğlu, Gülşen
Demarcation problem between science and pseudoscience is important but neglected aspect of science education. Demarcation problem represents philosophical problem dealing with what should be considered scientific and pseudoscientific. It is epistemological, sociological, psychological, and methodological issue as well. Specifically, the present study aimed at discovering and describing reasoning patterns that middle school students used while they reflected their understandings about pseudoscientific issues in terms of methodological differences between science and pseudoscience. For this reason, this study focused on middle school students' comprehensions about process and justification of pseudoscientific applications related to crystals and, reliability and certainty of knowledge that derived from these pseudoscientific applications. This study was qualitative in nature. Basic interpretive qualitative approach was used as a research design. Seven girls and seven boys (8th graders, 14 years-old) participated in the study. Data were collected through repeated individual interviews. The results showed that the students were very gullible in terms of process and justification of pseudoscientific applications, and reliability and certainty of pseudoscientific knowledge related to crystals. When the students reasoned about given pseudoscientific claims and research designs about crystals in terms of given aspects, they generally used weak reasoning patterns that were closer to that of pseudoscientists.
European Regional IHPST Conference, (22 - 25 Ağustos 2016)


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Citation Formats
D. Metin, J. Çakıroğlu, and G. Leblebicioğlu, “Methodological differences between science and pseudoscience :the case of crystals from the standpoint of 8th graders,” presented at the European Regional IHPST Conference, (22 - 25 Ağustos 2016), Flensburg, Almanya, 2016, Accessed: 00, 2021. [Online]. Available: