Should science teachers discuss the legitimacy of astrology, extrasensory perception (ESP), UFOs, touch therapy, cloning dinosaurs, or any other unusual claims in the classroom? If so, can they examine the claims with students in a way that encourages critical and scientific thinking? In this article, find out why the answer to both questions is yes. Bringing unusual claims into the science classroom is an opportunity to motivate and excite students about the principles of scientific thought, however, practicing and teaching a healthy skepticism requires a delicate balance between being open to new ideas while also being doubtful of unsubstantiated or false claims.
Details
Type Journal ArticlePub Date 4/1/2001Stock # tst01_068_04_44Volume 068Issue 04