Aim working status and scientific status of crystal healing as pseudoscience from middle school students perspectives

Date

2016-04-17

Author

Metin, Duygu
Çakıroğlu, Jale
Leblebicioğlu, Gülşen

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Practices which are done under the name of science or seem to be scientific such as astrology or crystal healing can be defined as pseudoscience. Major issue in science education is to train scientifically literate individuals. Ability of realizing and criticizing flawed research process and claims of pseudoscience was referred as one of the crucial parts of science literacy by some researchers (Hodson, 2008; Hurd, 1998). This study explored middle school students’ comprehensions about inherent aim of pseudoscientific applications regarding crystals, and their judgments about working status and scientific status about crystal healing and their underlying reasons for their thinking. This study was qualitative in nature. Fourteen students were interviewed on protocol consisting of pseudoscientific claims and two scenarios including flawed research process about crystals. The results indicated that the students generally used weak reasoning patterns that were closer to that of pseudoscientists. They generally did not use scientific reasoning as it was expected. The students were gullible about the aim, working status, and scientific status of pseudoscience in crystal healing context. They were not aware of the commercial stake of crystal healing and they did not consider the methods of the applications in judging working and scientific status.

URI

https://hdl.handle.net/11511/83668
https://narst.org/sites/default/files/2019-07/2016_Abstracts.pdf
https://narst.org/sites/default/files/2019-07/2016_Abstracts.pdf

Conference Name

NARST Annual International Conference (2016)

Collections

Department of Secondary Science and Mathematics Education, Conference / Seminar

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Citation Formats

D. Metin, J. Çakıroğlu, and G. Leblebicioğlu, “Aim working status and scientific status of crystal healing as pseudoscience from middle school students perspectives,” presented at the NARST Annual International Conference (2016), Baltimore, USA, 2016, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/83668.