Pseudoscience and the Paranormal: Obligations and Opportunities for Scientists and Science Educators

Abstract

Despite increasing reliance on science and technology in everyday life, public surveys conducted over the past decade have shown consistently low levels of general science literacy, both factual and conceptual, and correspondingly high levels of belief in pseudoscience and the paranormal. Scientists and science educators have largely failed to effectively counter these beliefs through traditional education and outreach initiatives, suggesting a new approach is in order. In the academic setting, general science instruction shows little effect on pseudoscientific belief, but trial projects show that pedagogical approaches that directly engage these beliefs are both popular with students and effective at increasing skepticism.