About this paper

Appears in:
Page: 5811 (abstract only)
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.2405

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

IF IT QUACKS LIKE A DUCK: UNDERSTANDING SCIENCE VERSUS PSEUDOSCIENCE

S. Charlton

Douglas College and Kwantlen Polytechnic University (CANADA)
This presentation examines the need to facilitate critical thinking and teach students at all levels of the educational system how to distinguish science from pseudoscience. Students are constantly inundated with information from various sources such as parents, friends, social media, newspapers, television, advertising, books, and the internet. As consumers of information students need to sort through all this information and determine how much of the information is valid. Numerous polls and research studies have demonstrated that a majority of students, even at the masters and doctoral level, tend to believe in pseudoscientific and paranormal claims. Although many of these beliefs may be relatively harmless such as a belief in ghosts, astrology or alien abductions, in many other cases there is a greater potential for harm such as not seeking proper medical help (using alternative medicine such as homeopathy or therapeutic touch, or a belief that vaccinations cause autism). Understanding how to distinguish science from pseudoscience, myths and misconceptions is important for many different areas. Examples of pseudoscientific beliefs exist not only in the health field but also in other areas such as education (learning styles, facilitated communication, sugar makes children hyperactive), psychology (many self-help books, subliminal tapes, the idea that we only use 10% of our brains, some therapies), law (the use of lie detectors, profiling, belief in Satanic ritual belief, myths about drugs), sports (power bracelets, many supplements, superstitions) and business (failure to understand regression toward the mean and the representativeness heuristic). This presentation will examine the benefits of teaching about pseudoscience and its impact at both a personal and societal level.
@InProceedings{CHARLTON2016IFI,
author = {Charlton, S.},
title = {IF IT QUACKS LIKE A DUCK: UNDERSTANDING SCIENCE VERSUS PSEUDOSCIENCE},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.2405},
url = {http://dx.doi.org/10.21125/edulearn.2016.2405},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {5811}}
TY - CONF
AU - S. Charlton
TI - IF IT QUACKS LIKE A DUCK: UNDERSTANDING SCIENCE VERSUS PSEUDOSCIENCE
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.2405
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 5811
EP - 5811
ER -
S. Charlton (2016) IF IT QUACKS LIKE A DUCK: UNDERSTANDING SCIENCE VERSUS PSEUDOSCIENCE, EDULEARN16 Proceedings, p. 5811.
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