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  1. Los parásitos de la ciencia. Una caracterización psicocognitiva del engaño pseudocientífico.Angelo Fasce - 2017 - Theoria. An International Journal for Theory, History and Foundations of Science 32 (3):347.
    El marco teórico desde el cual se llevan a cabo investigaciones acerca de la pseudociencia es deficiente, dado que suele incluir otros tipos de creencias carentes de garantía epistémica. En este artículo, se repasarán los mecanismos de explotación de la autoridad científica por parte de la pseudociencia, desarrollando así un marco psicocognitivo más refinado para caracterizar el fenómeno. Se analizará la psicología del engaño pseudocientífico, las raíces cognitivas que posibilitan la epidemiología de este tipo de ideas y sus mecanismos de (...)
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  • Science as a Vaccine.Angelo Fasce & Alfonso Picó - 2019 - Science & Education 28 (1-2):109-125.
    In this study, we explore the relation between scientific literacy and unwarranted beliefs. The results show heterogeneous interactions between six constructs: conspiracy theories poorly interact with scientific literacy; there are major differences between attitudinal and practical dimensions of critical thinking; paranormal and pseudoscientific beliefs show similar associations ; and, only scientific knowledge interacts with other predictor of unwarranted beliefs, such as ontological confusions. These results reveal a limited impact: science educators must take into account the complex interactions between the dimensions (...)
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  • Healing, Mental Energy in the Physics Classroom: Energy Conceptions and Trust in Complementary and Alternative Medicine in Grade 10–12 Students. [REVIEW]Annika M. Svedholm & Marjaana Lindeman - 2013 - Science & Education 22 (3):677-694.
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  • Explicitly Teaching Critical Thinking Skills in a History Course.Anne Collins McLaughlin & Alicia Ebbitt McGill - 2017 - Science & Education 26 (1-2):93-105.
    Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking,. Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and to historical thinking and analysis. We investigated the effects of a history course on epistemically unwarranted beliefs in two class sections. Beliefs were measured pre- and post-semester. Beliefs declined for (...)
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