Early-years Educators' Attitudes to Science and Pseudo-science: The case of astronomy and astrology

Kallery, Maria (2001) Early-years Educators' Attitudes to Science and Pseudo-science: The case of astronomy and astrology. European Journal of Teacher Education, 24 (3). ISSN 1469-5928

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Official URL: https://doi.org/10.1080/02619760220128888

Abstract

The present study surveys Greek early-years educators' attitudes to astrology and ascertains whether they are able to distinguish between astronomy as the science and astrology as the pseudo-science. One hundred and three early-years educators participated in this study. Results indicate that a large fraction (60%) of the educators subscribe more or less to the astrological principles and an equally large percentage (59%) view both astronomy and astrology as scientific, i.e. can not distinguish between science and pseudo-science. Findings warrant significant concern. Possible effects on young children's attitudes are briefly discussed, as well as possible solutions to the problem, chiefly involving lessons that will address and challenge the educators' views through an in-service education programme aimed at improving their scientific 'literacy' and their critical thinking in this field.

Item Type: Article
Subjects: Astronomy Education Research
Depositing User: Mr Saeed Salimpour
Date Deposited: 20 May 2018 14:19
Last Modified: 19 Aug 2018 09:25
URI: http://istardb.org/id/eprint/1800

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