To what extent do pseudosciences affect teachers? : a look at the mindset of science teachers in training
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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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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 es
dc.contributor.author Palomar Fons, Rafael es
dc.contributor.author Domínguez Sales, María Consuelo es
dc.date.accessioned 2021-06-14T11:19:47Z
dc.date.available 2021-06-14T11:19:47Z
dc.date.issued 2018 es
dc.identifier.uri https://hdl.handle.net/10550/79680
dc.description.abstract Pseudosciences are present and accepted naturally by broad sectors of the population. Despite their potential risks, they are not taken into account when teaching science; some universities have even offered official pseudoscientific courses. In this text we want to learn about the degree of acceptance of these beliefs in high-school science teachers in training, who have been detected to have significant levels of acceptance of pseudoscience. es
dc.source Solbes, Jordi ; Palomar Fons, Rafael ; Domínguez Sales, María Consuelo. To what extent do pseudosciences affect teachers? : a look at the mindset of science teachers in training. En: Mètode Science Studies Journal: Annual Review, 8 2018: 188-195 es
dc.title To what extent do pseudosciences affect teachers? : a look at the mindset of science teachers in training es
dc.type info:eu-repo/semantics/article en
dc.type info:eu-repo/semantics/publishedVersion en
dc.subject.unesco es
dc.identifier.doi es

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