Pseudosciences are present and easily accepted by broad sectors of the population. Despite their potential risks, education to counteract pseudosciences is not considered when teaching science; some universities have even offered official pseudoscientific courses. In this text we examine the degree of acceptance of these beliefs in high-school science teachers-in-training, among which significant levels of acceptance of pseudoscience have been detected.
Solbes Matarredona, J., Palomar Fons, R., & Domínguez Sales, M. C. (2018). To what extent do pseudosciences affect teachers?: A look at the mindset of science teachers in training. Metode, 2018(8), 188–195. https://doi.org/10.7203/metode.8.9943