Translator Disclaimer
1 September 2015 Using Astrology to Confront & Discuss Pseudoscience in the Classroom
Vanessa S. Quinn
Author Affiliations +
Abstract

Surveys have shown that a proportion of the American public accepts pseudoscientific claims as scientific facts. The critical evaluation of these claims via classroom discussion about pseudoscience is important because instructors and students cannot test every pseudoscientific claim. Instructors can provide a framework to use in evaluating such claims both inside and outside the classroom, arming students with knowledge. I describe an activity that provides both an example of a pseudoscientific claim — astrology — and a framework for classroom discussion of pseudoscience as students work in groups to experimentally test predictions of horoscopes. The activity is appropriate for freshman college students in an online or classroom biology laboratory and can be adapted for high school students.

©2015 by the Regents of the University of California. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints.
Vanessa S. Quinn "Using Astrology to Confront & Discuss Pseudoscience in the Classroom," The American Biology Teacher 77(7), 542-548, (1 September 2015). https://doi.org/10.1525/abt.2015.77.7.10
Published: 1 September 2015
JOURNAL ARTICLE
7 PAGES

This article is only available to subscribers.
It is not available for individual sale.
+ SAVE TO MY LIBRARY

SHARE
ARTICLE IMPACT
RIGHTS & PERMISSIONS
Get copyright permission
Back to Top