Title:
The Foundations: How education major influences basic science knowledge and pseudoscience beliefs
The Foundations: How education major influences basic science knowledge and pseudoscience beliefs
| dc.contributor.author | Losh, Susan Carol | en_US |
| dc.contributor.author | Nzekwe, Brandon | en_US |
| dc.contributor.corporatename | Florida State University. Dept. of Educational Psychology and Learning Systems | en_US |
| dc.date.accessioned | 2012-02-10T19:55:57Z | |
| dc.date.available | 2012-02-10T19:55:57Z | |
| dc.date.issued | 2011-09-15 | |
| dc.description | Atlanta Conference on Science and Innovation Policy 2011 | en_US |
| dc.description | This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder. ©2011 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE. | en_US |
| dc.description.abstract | Although many pseudoscience beliefs are popular, most American research examines creation/evolution among liberal arts majors, general public adults, or, infrequently, secondary school science teachers, thus truncating the range and the populations it studies It is especially critical to study future elementary educators because of the science interest “watershed” (particularly among girls) during middle school,. Because teachers have considerable influence on youth, we studied very basic science knowledge and beliefs about extraterrestrials, magic, Biblical creation, and evolution among 540 female and 123 male education majors. Compared with other education students, future elementary educators rejected evolution, supported some form of “creationism”, were comparable on other pseudoscience topics, and accessed less science media. Religious and media variables were important predictors of creation/evolution beliefs. Implications are discussed for how faculty may address pseudoscience beliefs among education majors. | en_US |
| dc.description.sponsorship | National Science Foundation, American Educational Research Association, Florida State University | en_US |
| dc.identifier.uri | http://hdl.handle.net/1853/42466 | |
| dc.publisher | Georgia Institute of Technology | en_US |
| dc.relation.ispartofseries | ACSIP11. Human Element | en_US |
| dc.subject | Basic science knowledge | en_US |
| dc.subject | Pseudoscience beliefs | en_US |
| dc.subject | Education majors | en_US |
| dc.subject | Elementary school science educators | en_US |
| dc.title | The Foundations: How education major influences basic science knowledge and pseudoscience beliefs | en_US |
| dc.type | Text | |
| dc.type.genre | Proceedings | |
| dspace.entity.type | Publication | |
| local.contributor.corporatename | Ivan Allen College of Liberal Arts | |
| local.contributor.corporatename | School of Public Policy | |
| local.relation.ispartofseries | Atlanta Conference on Science and Innovation Policy | |
| relation.isOrgUnitOfPublication | b1049ff1-5166-442c-9e14-ad804b064e38 | |
| relation.isOrgUnitOfPublication | a3789037-aec2-41bb-9888-1a95104b7f8c | |
| relation.isSeriesOfPublication | 8e93dc09-10dd-4fdd-8c5a-77defb1f7f78 |
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