Early-years Educators' Attitudes to Science and Pseudo-science: The case of astronomy and astrology
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.
Kallery, M. (2001). Early-years Educators’ Attitudes to Science and Pseudo-science: The case of astronomy and astrology. European Journal of Teacher Education, 24(3), 329–342. https://doi.org/10.1080/02619760220128888