Changes in Critical Thinking Skills following a Course on Science and Pseudoscience: A Quasi-Experimental Study

Abstract

We assessed changes in paranormal beliefs and general critical thinking skills among students (n = 23) enrolled in an experimental course designed to teach distinguishing science from pseudoscience and a comparison group of students (n = 30) in an advanced research methods course. On average, both courses were successful in reducing paranormal beliefs and increasing both abstract and psychology-specific critical thinking skills. However, the only difference that emerged between the courses was that the experimental course was superior with regard to reducing specific paranormal beliefs.