The coexistence and conflict of pseudoscience belief and scientific literacy : Investigate adults’ engagement in scientific and pseudoscientific activities

Journal article

Lin, Shu-Fen and Lin, Huann-Shyang. (2019). The coexistence and conflict of pseudoscience belief and scientific literacy : Investigate adults’ engagement in scientific and pseudoscientific activities. Journal of Research in Education Sciences. 64(2), pp. 69-97. https://doi.org/10.6209/JORIES.201906_64(2).0003
AuthorsLin, Shu-Fen and Lin, Huann-Shyang
Abstract

The first purpose of this study was to investigate whether Taiwanese adults’ pseudo-scientificbeliefs and engagement in pseudo-scientific activities (i.e. watching pseudo-scientific TV programs)changed significantly. The second purpose was to investigate the relationship among science literacy,pseudo-scientific beliefs, and engagement in scientific and pseudo-scientific activities. According tothe levels of subjects’ scientific literacy and pseudo-scientific beliefs in 2015 civic science literacysurvey, a representational sample of adults was categorized into nine groups to investigate thedifference of scientific literacy, scientific and pseudo-scientific affection and practice aspects amongthree groups with different levels of pseudo-scientific beliefs, and which groups of adults had moreexperience of pseudoscience health practice. The data base of 2012 and 2015 civic science literacysurvey was analyzed. The results indicated that Taiwanese adults’ pseudo-scientific beliefsdescended significantly from 2012 to 2015, but their pseudo-scientific experience of health practices(e.g. magnetic therapy) increased significantly. The main factor that influenced adults’ participationin pseudo-scientific health practices was their pseudo-scientific beliefs, rather than their scientificliteracy. Among the adults with lows scientific literacy, youth, married, and women seem acceptmost easily pseudo-scientific belief. It is noted that people with high pseudoscientific beliefs hadsignificantly higher scores of enjoyment in scientific learning than those with medium pseudoscientific beliefs. There are more adults with high education background in the group withhigh pseudoscientific beliefs. People with higher pseudoscientific beliefs may be interested inlearning science and accept scientific and pseudoscientific things, but they lack ability to distinguishbetween science and pseudoscience. To decrease possible harm from pseudoscience, it is suggestedthat certain topics (i.e. health, medical treatment) for women to distinguish science frompseudo-science should be addressed in public science education.

Keywordsengagement in science; pseudoscience; pseudoscientific activity; scientific literacy
Year2019
JournalJournal of Research in Education Sciences
Journal citation64 (2), pp. 69-97
PublisherNational Taiwan Normal University
ISSN2073-753X
Digital Object Identifier (DOI)https://doi.org/10.6209/JORIES.201906_64(2).0003
Scopus EID2-s2.0-85073270770
Research or scholarlyResearch
Page range69-97
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online2019
Publication process dates
Deposited21 Dec 2021
Permalink -

https://acuresearchbank.acu.edu.au/item/8x3qy/the-coexistence-and-conflict-of-pseudoscience-belief-and-scientific-literacy-investigate-adults-engagement-in-scientific-and-pseudoscientific-activities

Log in to edit

Restricted files

Publisher's version

  • 139
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Exploring the relationships of citizens’ scientific interest and self-understanding to their learning enjoyment and self-efficacy in science
Lu, Ying-Yan, Smith, Thomas J., Hong, Zuway-R, Lin, Huann-shyang and Hsu, Wen-Yi. (2023). Exploring the relationships of citizens’ scientific interest and self-understanding to their learning enjoyment and self-efficacy in science. Current Psychology. 42, pp. 15475-15487. https://doi.org/10.1007/s12144-022-02785-w
Pre-service primary teachers’ competencies in asking and conducting researchable science questions using fair testing
Wang, Hsin-Hui, Wilson, Kimberley, Van Rooy, Wilhelmina and Lin, Huann-shyang. (2023). Pre-service primary teachers’ competencies in asking and conducting researchable science questions using fair testing. Research in Science Education. 53(1), pp. 155-171. https://doi.org/10.1007/s11165-022-10048-8
Ecological stimuli predicting high school students’ genuine interest in socio-scientific issues
Jack, Brady Michael, Hong, Zuway-R, Lin, Huann-shyang and Smith, Thomas J.. (2022). Ecological stimuli predicting high school students’ genuine interest in socio-scientific issues. Science and Education. pp. 1-21. https://doi.org/10.1007/s11191-022-00413-4
The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies
Wang, Hsin-Hui, Hong, Zuway-R, She, Hsiao-Ching, Smith, Thomas J., Fielding, Jill and Lin, Huann-shyang. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education. 9(1), p. Article 14. https://doi.org/10.1186/s40594-022-00329-z
The relationships among adult sustainability attitudes, psychological well-being, nature relatedness, and interest in scientific issues
Wang, Hsin-Hui, Hong, Zuway-R, Lin, Huann-shyang and Tsai, Chun-Yen. (2022). The relationships among adult sustainability attitudes, psychological well-being, nature relatedness, and interest in scientific issues. Current Psychology. 41(4), pp. 1788-1799. https://doi.org/10.1007/s12144-020-00708-1
School belonging and math attitudes among high school students in advanced math
Smith, Thomas J., Walker, David A., Chen, Hsiang-Ting, Hong, Zuway-R. and Lin, Huann-shyang. (2021). School belonging and math attitudes among high school students in advanced math. International Journal of Educational Development. 80, p. Article 102297. https://doi.org/10.1016/j.ijedudev.2020.102297
Gender and STEM background as predictors of college students’ competencies in forming research questions and designing experiments in inquiry activities
Cheng, Li-Ting, Smith, Thomas J., Hong, Zuway-R. and Lin, Huann-shyang. (2021). Gender and STEM background as predictors of college students’ competencies in forming research questions and designing experiments in inquiry activities. International Journal of Science Education. 43(17), pp. 2866-2883. https://doi.org/10.1080/09500693.2021.1994167
Modelling relationships among students' inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career
Wang, Hsin-Hui, Lin, Huann-shyang, Chen, Ya-Chun, Pan, Yi-Ting and Hong, Zuway- R.. (2021). Modelling relationships among students' inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career. International Journal of Science Education. 43(1), pp. 157-178. https://doi.org/10.1080/09500693.2020.1860266
The effect of pedagogical GAME model on students' PISA scientific competencies
Tsai, Chun-Yen, Lin, Huann-shyang and Liu, Shu-Chiu. (2020). The effect of pedagogical GAME model on students' PISA scientific competencies. Journal of Computer Assisted Learning. 36(3), pp. 359-369. https://doi.org/10.1111/jcal.12406
Ninth grade students' mental models of the marine environment and their implications for environmental science education in Taiwan
Liu, Shu-Chiu, Lin, Huann-shyang and Tsai, Chun-Yen. (2020). Ninth grade students' mental models of the marine environment and their implications for environmental science education in Taiwan. The Journal of Environmental Education. 51(1), pp. 71-82. https://doi.org/10.1080/00958964.2019.1633990
The effects of critique-driven inquiry intervention on students’ critical thinking and scientific inquiry competency
Lu, Ying-Yan, Lin, Huann-shyang, Smith, Thomas J., Hong, Zuway-R and Hsu, Wen-Yi. (2020). The effects of critique-driven inquiry intervention on students’ critical thinking and scientific inquiry competency. Journal of Baltic Science Education. 19(6), pp. 954-971. https://doi.org/10.33225/jbse/20.19.954
Exploring Students’ Scientific Competency Performance on PISA Paper-Based Assessment and Computer-Based Assessment
Ya-Chun Chen, Zuway-R Hong and Huann-shyang Lin. (2020). Exploring Students’ Scientific Competency Performance on PISA Paper-Based Assessment and Computer-Based Assessment. In In Len Unsworth (Ed.). Learning from Animations in Science Education pp. 279-300 Springer Nature. https://doi.org/10.1007/978-3-030-56047-8_12
The impact of museum interpretation tour on visitors' engagement and post-visit conservation intentions and behaviours
Pan, Yi-Ting, Yang, Kuay-Keng, Wilson, Kimberley, Hong, Zuway-R and Lin, Huann-shyang. (2020). The impact of museum interpretation tour on visitors' engagement and post-visit conservation intentions and behaviours. International Journal of Tourism Research. 22(5), pp. 593 - 603. https://doi.org/10.1002/jtr.2358
Supportive conditions and mechanisms of teachers’ professional development on inquiry-based science teaching through a learning community
Yang, Kuay-Keng, Hong, Zuway-R, Lee, Ling and Lin, Huann-Shyang. (2020). Supportive conditions and mechanisms of teachers’ professional development on inquiry-based science teaching through a learning community. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2020.1779051
Exploring the significant predictors of convergent and divergent scientific creativities
Yang, Kuay-Keng, Hong, Zuway-R., Lee, Ling and Lin, Huann-Shyang. (2019). Exploring the significant predictors of convergent and divergent scientific creativities. Thinking Skills and Creativity. 31, pp. 252 - 261. https://doi.org/10.1016/j.tsc.2019.01.002
Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy
She, Hsiao-Ching, Lin, Huann-shyang and Huang, Li-Yu. (2019). Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy. Journal of Research in Science Teaching. 56(10), pp. 1309 - 1340. https://doi.org/10.1002/tea.21553
Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching
Chen, Ya-Chun, Pan, Yi-Ting, Hong, Zuway-R., Weng, Xue-Fang and Lin, Huann-Shyang. (2019). Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2019.1601075
Effect of peer coaching on teachers’ practice and their students’ scientific competencies
Hsieh, Fu-Pei, Lin, Huann-shyang, Liu, Shu-Chiu and Tsai, Chun-Yen. (2019). Effect of peer coaching on teachers’ practice and their students’ scientific competencies. Research in Science Education. https://doi.org/10.1007/s11165-019-9839-7
Identifying the challenging characteristics of systems thinking encountered by undergraduate students in chemistry problem-solving of gas laws
Chen, Ya-Chun, Wilson, Kimberley and Lin, Huann-shyang. (2019). Identifying the challenging characteristics of systems thinking encountered by undergraduate students in chemistry problem-solving of gas laws. Chemistry Education Research and Practice. 20(3), pp. 594 - 605. https://doi.org/10.1039/c9rp00070d
Exploring Taiwan citizens’ scientific literacy, interest in, and engagement in learning science
Wang, Hsin-Hui, Lin, Huann-shyang and Hong, Zuway-R. (2018). Exploring Taiwan citizens’ scientific literacy, interest in, and engagement in learning science. Journal of Research in Education Sciences. 63(4), pp. 229-259. https://doi.org/10.6209/JORIES.201812_63(4).0008
The impact of socio-scientific issue discussions on student environmentalism
Wang, Crystal, Hong, Zuway-R, Liu, Shu-Chiu and Lin, Huann-shyang. (2018). The impact of socio-scientific issue discussions on student environmentalism. Eurasia Journal of Mathematics, Science and Technology Education. 14(12), pp. 1 - 15. https://doi.org/10.29333/ejmste/95134
Warning! Increases in interest without enjoyment may not be trend predictive of genuine interest in learning science
Jack, Brady Michael and Lin, Huann-shyang. (2018). Warning! Increases in interest without enjoyment may not be trend predictive of genuine interest in learning science. International Journal of Educational Development. 62, pp. 136 - 147. https://doi.org/10.1016/j.ijedudev.2018.03.005
The effect of interest and engagement in learning science on adults' scientific competency and environmental action
Pan, Yi-Ting, Yang, Kuay-Keng, Hong, Zuway-R and Lin, Huann-Shyang. (2018). The effect of interest and engagement in learning science on adults' scientific competency and environmental action. Eurasia Journal of Mathematics, Science and Technology Education. 14(12), pp. 1 - 12. https://doi.org/10.29333/ejmste/94225
Envisioning preferred environmental futures: Exploring relationships between future-related views and environmental attitudes
Liu, Shu-Chiu and Lin, Huann-shyang. (2018). Envisioning preferred environmental futures: Exploring relationships between future-related views and environmental attitudes. Environmental Education Research. 24(1), pp. 80 - 96. https://doi.org/10.1080/13504622.2016.1180504
The development and evaluation of a tablet painting application for enhancing the artistic expression skills of students through reflection
Kwei-Liang, Tracy, Lin, Huann-shyang, Chen, Ching-Kong and Lee, Ling. (2017). The development and evaluation of a tablet painting application for enhancing the artistic expression skills of students through reflection. Computers and Education. 115, pp. 56 - 68. https://doi.org/10.1016/j.compedu.2017.07.012
Glimpse into teaching and learning using rasch analyses of a teacher-made science achievement test
Chen, Ying-Tze, Ho, Hsiao-Chi, Liu, Kun-Hsia, Lin, Huann-Shyang and Cheng, Ying-Yao. (2017). Glimpse into teaching and learning using rasch analyses of a teacher-made science achievement test. Journal of Research in Education Sciences. 62(3), pp. 1 - 23. https://doi.org/10.6209/JORIES.2017.62(3).01
Longitudinal study of a cooperation-driven, socio-scientific issue intervention on promoting students’ critical thinking and self-regulation in learning science
Wang, Hsin-Hui, Chen, Hsiang-Ting, Lin, Huann-Shyang, Huang, Yu-Ning and Hong, Zuway-R. (2017). Longitudinal study of a cooperation-driven, socio-scientific issue intervention on promoting students’ critical thinking and self-regulation in learning science. International Journal of Science Education. 39(15), pp. 2002 - 2026. https://doi.org/10.1080/09500693.2017.1357087
The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan
Wang, Hsin-Hui, Chen, Hsiang-Ting, Lin, Huann-Shyang and Hong, Zuway-R. (2017). The effects of college students’ positive thinking, learning motivation and self-regulation through a self-reflection intervention in Taiwan. Higher Education Research and Development. 36(1), pp. 201 - 216. https://doi.org/10.1080/07294360.2016.1176999
Making learning interesting and its application to the science classroom
Jack, Brady Michael and Lin, Huann-shyang. (2017). Making learning interesting and its application to the science classroom. Studies in Science Education. 53(2), pp. 137 - 164. https://doi.org/10.1080/03057267.2017.1305543
A science for citizenship model: Assessing the effects of benefits, risks, and trust for predicting students’ interest in and understanding of science-related content
Jack, Brady Michael, Lee, Ling, Yang, Kuay-Keng and Lin, Huann-Shyang. (2017). A science for citizenship model: Assessing the effects of benefits, risks, and trust for predicting students’ interest in and understanding of science-related content. Research in Science Education. 47(5), pp. 965 - 988. https://doi.org/10.1007/s11165-016-9535-9
Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation
Chen, Hsiang-Ting, Wang, Hsin-Hui, Lu, Ying-Yan, Lin, Huann-shyang and Hong, Zuway-R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education. 38(2), pp. 170 - 191. https://doi.org/10.1080/09500693.2015.1134849
Effects of self-evaluated value and cognition on leisure science engagement
Jack, Brady Michael, She, Hsiao-Ching and Lin, Huann-shyang. (2016). Effects of self-evaluated value and cognition on leisure science engagement. International Journal of Science Education, Part B: Communication and Public Engagement. 6(4), pp. 341 - 354. https://doi.org/10.1080/21548455.2016.1222104
Investigation of effective strategies for developing creative science thinking
Yang, Kuay-Keng, Lee, Ling, Hong, Zuway-R and Lin, Huann-shyang. (2016). Investigation of effective strategies for developing creative science thinking. International Journal of Science Education. 38(13), pp. 2133 - 2151. https://doi.org/10.1080/09500693.2016.1230685
Exploring the assessment of and relationship between elementary students’ scientific creativity and science inquiry
Yang, Kuay-Keng, Lin, Shu-Fen, Hong, Zuway-R and Lin, Huann-shyang. (2016). Exploring the assessment of and relationship between elementary students’ scientific creativity and science inquiry. Creativity Research Journal. 28(1), pp. 16 - 23. https://doi.org/10.1080/10400419.2016.1125270
Learning nanotechnology with texts and comics: The impacts on students of different achievement levels
Lin, Shu-Fen and Lin, Huann-shyang. (2016). Learning nanotechnology with texts and comics: The impacts on students of different achievement levels. International Journal of Science Education. 38(8), pp. 1373 - 1391. https://doi.org/10.1080/09500693.2016.1191089
Exploring undergraduate students' mental models of the environment: Are they related to environmental affect and behavior?
Liu, Shu-Chiu and Lin, Huann-shyang. (2015). Exploring undergraduate students' mental models of the environment: Are they related to environmental affect and behavior? The Journal of Environmental Education. 46(1), pp. 23 - 40. https://doi.org/10.1080/00958964.2014.953021
Are science comics a good medium for science communication? The case for public learning of nanotechnology
Lin, Shu-Fen, Lin, Huann-shyang, Lee, Ling and Yore, Larry D.. (2015). Are science comics a good medium for science communication? The case for public learning of nanotechnology. International Journal of Science Education, Part B: Communication and Public Engagement. 5(3), pp. 276 - 294. https://doi.org/10.1080/21548455.2014.941040
Development of a computer-based visualised quantitative learning system for playing violin vibrato
Ho, Tracy Kwei-Liang, Lin, Huann-shyang, Chen, Ching-Kong and Tsai, Jih-Long. (2015). Development of a computer-based visualised quantitative learning system for playing violin vibrato. British Journal of Educational Technology. 46(1), pp. 71 - 81. https://doi.org/10.1111/bjet.12124
A web-based painting tool for enhancing student attitudes toward learning art creation
Ho, Tracy Kwei-Liang and Lin, Huann-Shyang. (2015). A web-based painting tool for enhancing student attitudes toward learning art creation. Computers and Education. 89, pp. 32 - 41. https://doi.org/10.1016/j.compedu.2015.08.015
Exploring the role of visitors’ self-identity in marine museum learning
Yang, Kuay-Keng, Hong, Zuway-R, Liu, Ming-Chin and Lin, Huann-shyang. (2015). Exploring the role of visitors’ self-identity in marine museum learning. International Journal of Science Education, Part B: Communication and Public Engagement. 5(4), pp. 375 - 393. https://doi.org/10.1080/21548455.2015.1046152
Longitudinal study of an after-school, inquiry-based science intervention on low-achieving children's affective perceptions of learning science
Chen, Hsiang-Ting, Wang, Hsin-Hui, Lin, Huann-shyang, Lawrenz, Frances P. and Hong, Zuway-R.. (2014). Longitudinal study of an after-school, inquiry-based science intervention on low-achieving children's affective perceptions of learning science. International Journal of Science Education. 36(13), pp. 2133 - 2156. https://doi.org/10.1080/09500693.2014.910630
Primary teachers' beliefs about scientific creativity in the classroom context
Liu, Shu-Chiu and Lin, Huann-shyang. (2014). Primary teachers' beliefs about scientific creativity in the classroom context. International Journal of Science Education. 36(10), pp. 1551 - 1567. https://doi.org/10.1080/09500693.2013.868619
Igniting and sustaining interest among students who have grown cold toward science
Jack, Brady Michael and Lin, Huann-shyang. (2014). Igniting and sustaining interest among students who have grown cold toward science. Science Education. 98(5), pp. 792 - 814. https://doi.org/10.1002/sce.21119
Undergraduate students' ideas about nature and human-nature relationships: An empirical analysis of environmental worldviews
Liu, Shu-Chiu and Lin, Huann-shyang. (2014). Undergraduate students' ideas about nature and human-nature relationships: An empirical analysis of environmental worldviews. Environmental Education Research. 20(3), pp. 412 - 429. https://doi.org/10.1080/13504622.2013.816266
Undergraduate students’ science-related ideas as embedded in their environmental worldviews
Liu, Shu-Chiu and Lin, Huann-shyang. (2014). Undergraduate students’ science-related ideas as embedded in their environmental worldviews. International Journal of Science and Mathematics Education. 12(5), pp. 1001 - 1021. https://doi.org/10.1007/s10763-013-9448-2
The synergistic effect of affective factors on student learning outcomes
Jack, Brady Michael, Lin, Huann-shyang and Yore, Larry D.. (2014). The synergistic effect of affective factors on student learning outcomes. Journal of Research in Science Teaching. 51(8), pp. 1084 - 1101. https://doi.org/10.1002/tea.21153
The effects of aesthetic science activities on improving at-risk families children's anxiety about learning science and positive thinking
Hong, Zuway-R., Lin, Huann-shyang, Chen, Hsiang-Ting, Wang, Hsin-Hui and Lin, Chia-Jung. (2014). The effects of aesthetic science activities on improving at-risk families children's anxiety about learning science and positive thinking. International Journal of Science Education. 36(2), pp. 216 - 243. https://doi.org/10.1080/09500693.2012.758394