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To what extent do pseudosciences affect teachers?: A look at the mindset of science teachers in training

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dc.contributor.author	Solbes Matarredona, Jordi
dc.contributor.author	Palomar Fons, Rafael
dc.contributor.author	Domínguez Sales, María Consuelo
dc.date.accessioned	2019-03-14T08:38:32Z
dc.date.available	2019-03-14T08:38:32Z
dc.date.issued	2018
dc.identifier.uri	http://hdl.handle.net/10550/69539
dc.description.abstract	Pseudosciences are present and easily accepted by broad sectors of the population. Despite their potential risks, education to counteract pseudosciences is not considered when teaching science; some universities have even offered official pseudoscientific courses. In this text we examine the degree of acceptance of these beliefs in high-school science teachers-in-training, among which significant levels of acceptance of pseudoscience have been detected
dc.language.iso	eng
dc.relation.ispartof	Mètode Annual Review, 2018, vol. 8, p. 188-195
dc.source	Solbes Matarredona, Jordi Palomar Fons, Rafael Dominguez Sales, María Consuelo 2018 To what extent do pseudosciences affect teachers?: A look at the mindset of science teachers in training Mètode Annual Review 8 188 195
dc.subject	Educació Investigació
dc.subject	Ciència Ensenyament
dc.subject	Professors Formació
dc.title	To what extent do pseudosciences affect teachers?: A look at the mindset of science teachers in training
dc.type	journal article	es_ES
dc.date.updated	2019-03-14T08:38:33Z
dc.identifier.doi	https://doi.org/10.7203/metode.8.9943
dc.identifier.idgrec	130388
dc.rights.accessRights	open access	es_ES