The journal 'Új Pedagógiai Szemle' belongs to University of Miskolc Professional contributor: Hungarian Pedagogical Association ISSN 1215-1807 (Printed) ISSN 1788-2400 (Online) INDEX 25701
PUTZ, GERGŐ földrajz és testnevelés szakos tanár | Szombathelyi Művészeti Szakgimnázium és Technikum
KEYWORDS:pseudoscience; science; high school; class; comparison
ABSTRACT(FULL-TEXT IN HUNGARIAN!)
The aim of the research was to explore and compare the scientific literacy and pseudoscientific views of high school students across four grades. The central question of the study was to map the extent to which students are able to distinguish between scientific knowledge and pseudoscientific statements, and how this ability changes with school progress. The survey used a questionnaire containing 12 statements on scientific and pseudoscientific topics, with responses measured on a five-point Likert scale. The questionnaire thus examined students' knowledge of natural sciences, critical thinking, and attitudes toward beliefs. The sample consisted of 137 students in grades 9, 10, 11, and 12 at the Szombathely Art High School and Technical College. The results showed that students in higher grades generally had greater scientific literacy, but there was no clear improvement in the rejection of pseudoscientific views. Certain misconceptions, such as „we only use a small part of our brain's capacity,” remained widely accepted regardless of grade level. At the same time, there was almost complete consensus on the human origins of climate change, indicating that public discourse and education strongly shape students' opinions on certain scientific issues. The research highlights that, in addition to formal education, the development of critical thinking and media awareness is of paramount importance. The results may contribute to increasing the effectiveness of science education and to placing greater emphasis on the recognition and conscious handling of pseudoscientific views in school practice.
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