Critical thinking, epistemological beliefs, and the science-pseudoscience distinction among teachers

Abstract

This study used the structural equation model to examine teachers' scientific epistemological beliefs, critical thinking skills, and beliefs about the distinction between science and pseudoscience. The study involved 730 teachers from 26 different subjects in different regions of Türkiye. Descriptive analyses showed a significant relationship between teachers' level of interest in scientific studies and their critical thinking skills. It was also concluded that critical thinking skills were high, but non-traditional understanding beliefs were low. Path analysis results showed that critical thinking skills were negatively related to traditional scientific beliefs. Furthermore, non-traditional understanding beliefs were found to be negatively correlated with pseudoscience beliefs. The results obtained were discussed in the light of the literature and suggestions were made considering the limitations.