Quantum terminology in pseudoscience: exploration of pre-service physics teachers’ reasonings

Abstract

The growing public fascination with quantum technologies has inadvertently fueled the rise of pseudoscientific claims, particularly the misuse of quantum terminology in fields such as alternative medicine. This phenomenon poses a challenge for physics education, where the distinction between legitimate science and pseudoscience is essential. This paper examines how pre-service physics teachers (N = 28) respond to pseudoscientific uses of quantum terminology, particularly in the context of quantum healing. Therefore, the participants were asked to evaluate a pseudoscientific text about quantum healing in a classroom-like vignette, responding as if they were addressing a student. Their responses were analyzed using qualitative content analysis to categorize the types of reasoning used. Most participants were successful in identifying scientific inaccuracies and misuse of technical terms, although only a proportion applied broader Nature of Science (NOS)-related critiques. The findings suggest that although pre-service teachers are adept at identifying pseudoscientific claims, more emphasis on the principles of NOS could improve their ability to make comprehensive judgements.