Season 3, Episode 6

Identifying and addressing pseudoscience

Join us as we continue our discussion on the importance of integrating critical thinking into the science classroom with former teacher and current director of education at the Center for Inquiry, Bertha Vazquez. Listen as Bertha shares her experience with engaging students through identifying pseudoscience, and how developing these skills creates an identifiable impact on the real world.

And don’t forget to grab your Science Connections study guide to track your learning and find additional resources!

Meet our guest(s):

Bertha Vazquez

Bertha Vazquez recently retired from teaching middle school science in Miami-Dade County Public Schools after 33 years in the classroom. She is the education director of The Center for Inquiry which currently includes three projects, The Teacher Institute for Evolutionary Science (TIES), ScienceSaves, and Generation Skeptics.

A seasoned traveler who has visited all seven continents, she enjoys introducing the world of nature and science to young, eager minds. An educator with National Board Certification, she is the recipient of several national and local honors, including the 2014 Samsung’s $150,000 Solve For Tomorrow Contest and the $5,000 Charles C. Bartlett National Excellence in Environmental Award in 2009. She was Miami-Dade Science Teacher of the Year in 1997, 2008, and 2017. Thanks to the success of TIES, Bertha was the recipient of the 2017 winner of the National Association of Biology Teachers Evolution Education Award.


Meet our host: Eric Cross

Eric Cross is a seventh grade science/technology teacher, grade level lead, and digital learning innovator for Albert Einstein Academies, International Baccalaureate schools. He is also an adjunct professor of learning and technology at the University of San Diego and a Google certified innovator. Eric earned a bachelor’s degree from Azusa Pacific University and a Master of Education from the University of San Diego. He had 17 years of experience working with at-risk youth and underserved populations before becoming a middle school teacher. By building relationships with students, colleagues, and the community, he has become an empowered leader in and out of the classroom. Through meaningful learning experiences centered around student agency, STEM has become accessible to students through highly engaging lesson design, thoughtful integration of digital tools, and culturally relevant pedagogy.


"We teach these skills in a science class, but hopefully they use those skills when they encounter pseudoscience. So definitely, what we do on a day-to-day basis is really important for society." —Bertha Vazquez