An analysis of science versus pseudoscience

This quantitative study identified distinctive features in archival datasets commissioned by the National Science Foundation (NSF) for Science and Engineering Indicators reports. The dependent variables included education level, and scores for science fact knowledge, science process knowledge, and pseudoscience beliefs. The dependent variables were aggregated into nine NSF-defined geographic regions and examined for the years 2004 and 2006. The variables were also examined over all years available in the dataset.;Descriptive statistics were determined and tests for normality and homogeneity of variances were performed using Statistical Package for the Social Sciences. Analysis of Variance was used to test for statistically significant differences between the nine geographic regions for each of the four dependent variables. Statistical significance of 0.05 was used. Tukey post-hoc analysis was used to compute practical significance of differences between regions. Post-hoc power analysis using G*Power was used to calculate the probability of Type II errors. Tests for correlations across all years of the dependent variables were also performed. Pearson's r was used to indicate the strength of the relationship between the dependent variables.;Small to medium differences in science literacy and education level were observed between many of the nine U.S. geographic regions. The most significant differences occurred when the West South Central region was compared to the New England and the Pacific regions. Belief in pseudoscience appeared to be distributed evenly across all U.S. geographic regions. Education level was a strong indicator of science literacy regardless of a respondent's region of residence. Recommendations for further study include more in-depth investigation to uncover the nature of the relationship between education level and belief in pseudoscience.