TY - JOUR
AU - Mamola, Karl C.
AB -  It seems that nearly half of our students can't distinguish between science and pseudoscience (claims presented so that they appear scientific even though they lack supporting evidence and plausibility). Data show, for instance, that around 40% of high school graduates admit to believing in astrology.1 At least as large a fraction believe in, or "aren't sure about," paranormal phenomena such as telepathy and extraterrestrial visitations. And the overall situation doesn't necessarily improve as students progress through college. While the polling results aren't all consistent, some data suggest that the situation may actually get worse--that seniors are less skeptical about many paranormal and pseudoscientific claims than freshmen.2 Differences between science majors and others aren't found to be dramatic,3 and a survey of medical students (didn't they all take introductory physics?) shows that, for example, over 40% "strongly agree" or "agree" that "paranormal studies, [such] as extrasensory perception, aura reading, and telekinesis, have scientific grounds."4 We often pride ourselves on teaching the scientific method and fostering critical thinking. But are we really succeeding? While we've been getting very good at wringing every manner of misconception about Newton's laws out of our students, they've been clinging to ancient superstitions. Their pseudoscientific 
TI - Pseudoscience
JO - The Physics Teacher
DO - 10.1119/1.2186219
DA - 2006-04-01
UR - https://www.deepdyve.com/lp/american-association-of-physics-teachers/pseudoscience-MXp681oezr
SP - 200
EP - 200
VL - 44
IS - 4
DP - DeepDyve
ER -