Teaching Science versus Pseudoscience: An Archaeology/Astronomy Alliance

Poster Presentation, Astronomical Society of the Pacific Annual Meeting, September 2006.

Kristine Larsen, Professor of Physics and Astronomy, CCSU   (larsen@ccsu.edu)
Kenneth Feder, Professor of Archaeology, CCSU    (feder@ccsu.edu)
 

Belief in pseudoscience and low scientific literacy are chronic problems among American college students. In addition, a 2001 NSF poll found that

two-thirds of Americans do not grasp the scientific process. As Park (2000, 196) observed, “since both magic and science produce remarkable results

that may seem inexplicable, how can the non scientist be expected to distinguish one from the other?” Therefore, while critical thinking is a valuable foundation

for quality science teaching, it must be concretely taught. Feder (1985, 185) advocates, “We need to show the differences between the methodology of science

and pseudoscience, and to explicitly examine the extreme claims related to our fields.”
 

This poster examines an interdisciplinary, team-taught, freshman level course in Science and Pseudoscience which critically examines specific examples of

archaeological and astronomical discoveries, frauds, and pseudosciences.  While numerous examples exist of college science courses which integrate a critical

study of pseudoscience into their curriculum, the course examined here utilizes Gould’s (1999) principle of Non-Overlapping Magisteria, which provides a

respectful framework within which science, pseudoscience, and religion can be critically examined and discussed. It was found that framing the course in this

way brings attention to a point frequently lost in the current debates concerning Intelligent Design; namely that science “is not antireligious; it is unreligious”

(Lehman 1982, 281-2). It also encourages students to relate the material to their own lives and openly discuss all sides of the issues presented within an

atmosphere of mutual respect and encouragement for diverse viewpoints.

Course website: http://www.physics.ccsu.edu/larsen/honors120.htm

Feder, Kenneth L. (December 1985/January 1986) The Challenges of Pseudoscience. Journal of College Science Teaching, 180-6.

Gould, Stephen Jay (1999) Rocks of Ages. New York: Ballantine.

Lehman, James D. (March 1982) The Creation-Evolution Debate: Is Science Education Failing? Journal of College Science Teaching, 280-2.

Park, Robert (2000) Voodoo Science. Oxford: Oxford University Press.