Effects of the Activities Designed in the Context of Science-Pseudoscience Distinction on the 7th Grade Students’ Pseudoscientific Beliefs, Criteria for Scientific Validity and Critical Thinking Skills

The present study aims to determine the effects of teaching activities designed for science-pseudoscience distinction on pseudoscientific beliefs and critical thinking skills of 7th-grade students, in addition to revealing their correct and incorrect criteria for scientific validity. A mixed research method was employed in this study. There are 59 students (29 students in the experimental group and 30 students in the control group) in the quantitative section of this study. Those in the experimental group were included in the qualitative section. Data collection was performed by using the Student Interview Forms prepared by the author, the Pseudoscience Belief Scale (PBS), and the Critical Thinking Scales Set (CTSS). Given the results achieved, the students were found to have a moderate level of critical thinking skills and a high level of pseudoscientific beliefs. The designed teaching activities enhanced their critical thinking skills and reduced their pseudoscientific beliefs.