Ancient Aliens. (2021). En Wikipedia, la enciclopedia libre. https://es.wikipedia.org/w/index.php?

title=Ancient_Aliens&oldid=132680422

Ancient Aliens English. (2021). En Wikipedia. https://en.wikipedia.org/w/index.php?

title=Ancient_Aliens&oldid=1002123048

Ancient astronauts. (2020). En Wikipedia. https://en.wikipedia.org/w/index.php?

title=Ancient_astronauts&oldid=990816050

ArchyFantasies. (2019, junio 25). Pseudoarchaeology is aware of racism, aka let’s talk about the r-word.

https://archyfantasies.com/pseudoarchaeology-is-aware-of-racism-aka-lets-talk-about-the-r-word/

Bond, S. E. (2018, noviembre 13). Pseudoarchaeology and the racism behind ancient aliens. Hyperallergic.

https://hyperallergic.com/470795/pseudoarchaeology-and-the-racism-behind-ancient-aliens/

Campos, R., & Sá-Pinto, A. (2013). Early evolution of evolutionary thinking: Teaching biological evolution in

elementary schools. Evolution: Education and Outreach, 6(1), 25. https://doi.org/10.1186/1936-6434-6-25

Campos, R., & Sá-Pinto, A. (2014). Erratum to: Early evolution of evolutionary thinking: teaching biological

evolution in elementary schools. Evolution: Education and Outreach, 7(1), 5.

https://doi.org/10.1186/s12052-014-0005-4

Card, J. J. (2018). Spooky archaeology: Myth and the science of the past. University of New Mexico Press.

Card, J. J., & Anderson, D. S. (Eds.). (2016). Lost city, found pyramid: Understanding alternative

archaeologies and pseudoscientific practices. The University of Alabama Press.

Cook, J. (2017, febrero 10). What do gorilla suits and blowfish fallacies have to do with climate change? The

Conversation. http://theconversation.com/what-do-gorilla-suits-and-blowfish-fallacies-have-to-do-with-

climate-change-72560

Cook, J., & Lewandowsky, S. (2020, abril 20). Coronavirus conspiracy theories are dangerous – here’s how to

stop them spreading. The Conversation. http://theconversation.com/coronavirus-conspiracy-theories-are-

dangerous-heres-how-to-stop-them-spreading-136564

Eterovic, A., & Santos, C. M. D. (2013). Teaching the role of mutation in evolution by means of a board

game. Evolution: Education and Outreach, 6(1), 22. https://doi.org/10.1186/1936-6434-6-22

Fagan, G. G. (Ed.). (2006). Archaeological fantasies: How pseudoarchaeology misrepresents the past and

misleads the public. Routledge.

Fagan, G. G., & Feder, K. L. (2006). Crusading against straw men: An alternative view of alternative

archaeologies: response to Holtorf (2005). World Archaeology, 38(4), 718-729.

https://doi.org/10.1080/00438240600963528

Feagans, C. (2016a, septiembre 8). Open minds and «high civilizations». Archaeology Review.

https://ahotcupofjoe.net/2016/09/open-minds-and-high-civilizations/

Feagans, C. (2016b, septiembre 28). How does an «alternative» archaeology work? Archaeology Review.

https://ahotcupofjoe.net/2016/09/how-does-an-alternative-archaeology-work/

Feagans, C. (2016c, diciembre 12). The hallmarks of pseudoarchaeology. Archaeology Review.

https://ahotcupofjoe.net/2016/12/the-hallmarks-of-pseudoarchaeology/

Feagans, C. (2016d, diciembre 17). Seven warning signs of pseudoarchaeology. Archaeology Review.

https://ahotcupofjoe.net/2016/12/seven-warning-signs-pseudoarchaeology/

Feagans, C. (2018, agosto 5). What is pseudoarchaeology? Archaeology Review.

https://ahotcupofjoe.net/2018/08/what-is-pseudoarchaeology/

Feagans, C. (2019a, enero 3). Pyramids of Giza and the pseudoarchaeology of «Lost Civilizations».

Archaeology Review. https://ahotcupofjoe.net/2019/01/pyramids-of-giza-and-the-pseudoarchaeology-of-

lost-civilizations/

Feagans, C. (2019b, enero 18). When pseudoarchaeology causes harm. Archaeology Review.

https://ahotcupofjoe.net/2019/01/when-pseudoarchaeology-causes-harm/

Feagans, C. (2019c, marzo 31). Pseudoarchaeology: I have seen the enemy, and it is us. Archaeology Review.

https://ahotcupofjoe.net/2019/03/pseudoarchaeology-i-have-seen-the-enemy-and-it-is-us/

Feagans, C. (2020, febrero 8). Buzzwords, bogeymen, and banalities of pseudoarchaeology: Göbekli Tepe.

Archaeology Review. https://ahotcupofjoe.net/2020/02/buzzwords-bogeymen-and-banalities-of-

pseudoarchaeology-gobekli-tepe-2/

Feder, K. L. (2017). Frauds, myths, and mysteries: Science and pseudoscience in archaeology (Ninth edition).

Oxford University Press.

Fisher, C. T., Hill, J. B., & Feinman, G. M. (Eds.). (2009). The archaeology of environmental change:

Socionatural legacies of degradation and resilience. University of Arizona Press.

Frasier, T. R., & Roderick, C. (2011). Improving how evolution is taught: Facilitating a shift from memorization

to evolutionary thinking. Evolution: Education and Outreach, 4(2), 298-307.

https://doi.org/10.1007/s12052-011-0327-4

Frey, F. M., Lively, C. M., & Brodie, E. D. (2010). Selection and evolution with a deck of cards. Evolution:

Education and Outreach, 3(1), 114-120. https://doi.org/10.1007/s12052-009-0201-9

Fringe Archaeology and Giants – Episode 3. (2015, febrero 2). https://archyfantasies.com/fringe-

archaeology-and-giants-episode-3/

Gibney, M. J. (2020). Ultraprocessed foods and their application to nutrition policy. Nutrition Today, 55(1),

16-21. https://doi.org/10.1097/NT.0000000000000393

Gregory, T. R. (2009). Understanding natural selection: Essential concepts and common misconceptions.

Evolution: Education and Outreach, 2(2), 156-175. https://doi.org/10.1007/s12052-009-0128-1

Guttmann-Bond, E. (2010). Sustainability out of the past: How archaeology can save the planet. World

Archaeology, 42(3), 355-366. https://doi.org/10.1080/00438243.2010.497377

Guttmann-Bond, E. B. (2019). Reinventing sustainability: How archaeology can save the planet. Oxbow

Books.

Halmhofer, S. (2021, octubre 5). ¿Construyeron las pirámides los extraterrestres?, y otras teorías racistas.

SAPIENS. https://www.sapiens.org/es/archaeology-es/pseudoarqueologia-racista/

Harris, B. (2016). Profile: Moving Stonehenge. Public Archaeology, 15(2-3), 148-156.

https://doi.org/10.1080/14655187.2016.1261250

Holtorf, C. (2005). Beyond crusades: How (not) to engage with alternative archaeologies. World

Archaeology, 37(4), 544-551. https://doi.org/10.1080/00438240500395813

Holtorf, C. (2007). Archaeology is a brand! The meaning of archaeology in contemporary popular culture ;

[featuring flip-to-view technology]. Left Coast Press.

Ivens, B. J. (2020). The emergence of the term “ultraprocessed” foods in nutrition research. Nutrition Today,

55(1), 11-15. https://doi.org/10.1097/NT.0000000000000396

Johnson, N. A., Lahti, D. C., & Blumstein, D. T. (2012). Combating the assumption of evolutionary progress:

Lessons from the decay and loss of traits. Evolution: Education and Outreach, 5(1), 128-138.

https://doi.org/10.1007/s12052-011-0381-y

Kissel, M. (2019). Anthropology now: How popular science (mis)characterizes human evolution. En C. M.

Willermet (Ed.), Evaluating evidence in biological anthropology: The strange and the familiar (pp. 55-70).

Cambridge University Press.

Lane, P. J. (2015). Archaeology in the age of the Anthropocene: A critical assessment of its scope and

societal contributions. Journal of Field Archaeology, 40(5), 485-498.

https://doi.org/10.1179/2042458215Y.0000000022

Lee, T. W., Grogan, K. E., & Liepkalns, J. S. (2017). Making evolution stick: Using sticky notes to teach the

mechanisms of evolutionary change. Evolution: Education and Outreach, 10(1), 11.

https://doi.org/10.1186/s12052-017-0074-2

Leeuw, S. van der, & Redman, C. L. (2002). Placing archaeology at the center of socio-natural studies.

American Antiquity, 67(4), 597-605. https://doi.org/10.2307/1593793

Lewandowsky, S., Cook, J., Ecker, U. K. H., Albarracín, D., Amazeen, M. A., Kendeou, P., Lombardi, D.,

Newman, E. J., Pennycook, G., Porter, E., Rand, D. G., Rapp, D. N., Reifler, J., Roozenbeek, J., Schmid, P.,

Seifert, C. M., Sinatra, G. M., Swire-Thompson, B., van der Linden, S., … Zaragoza, M. S. (2020). Debunking

Handbook 2020 [dataset]. https://doi.org/10.17910/B7.1182

Lindem, V. M. (2014). Charlatans in lab coats: How scientific communication can unmask pseudo-science

[MA Thesis]. San Diego State University.

McLennan, D. A. (2010). How to read a phylogenetic tree. Evolution: Education and Outreach, 3(4), 506-519.

https://doi.org/10.1007/s12052-010-0273-6

Mead, L. S., & Scott, E. C. (2010a). Problem concepts in evolution part I: Purpose and design. Evolution:

Education and Outreach, 3(1), 78-81. https://doi.org/10.1007/s12052-010-0210-8

Mead, L. S., & Scott, E. C. (2010b). Problem concepts in evolution part II: Cause and chance. Evolution:

Education and Outreach, 3(2), 261-264. https://doi.org/10.1007/s12052-010-0231-3

Monteiro, C. A., Cannon, G., Moubarac, J.-C., Levy, R. B., Louzada, M. L. C., & Jaime, P. C. (2018). The UN

Decade of Nutrition, the NOVA food classification and the trouble with ultra-processing. Public Health

Nutrition, 21(1), 5-17. https://doi.org/10.1017/S1368980017000234

Moshenska, G. (2006). The archaeological uncanny. Public Archaeology, 5(2), 91-99.

https://doi.org/10.1179/pua.2006.5.2.91

Moshenska, G. (Ed.). (2017). Key concepts in public archaeology. UCL Press.

Nelissen, M. (2013). Darwin en el supermercado: Cómo influye la evolución en nuestro día a día. Ariel.

https://www.overdrive.com/search?q=BC8E90A4-EC47-4853-B958-0FD6EADDB617

Nogueras Pérez, R. (2020). Por qué creemos en mierdas: Cómo nos engañamos a nosotros mismos. Kailas.

O’Brien, D. T., & Gallup, A. C. (2011). Using Tinbergen’s Four Questions (plus one) to facilitate evolution

education for human-oriented disciplines. Evolution: Education and Outreach, 4(1), 107-113.

https://doi.org/10.1007/s12052-010-0305-2

Padian, K. (2013). Correcting some common misrepresentations of evolution in textbooks and the media.

Evolution: Education and Outreach, 6(1), 11. https://doi.org/10.1186/1936-6434-6-11

Penders, B., Wolters, A., Feskens, E. F., Brouns, F., Huber, M., Maeckelberghe, E. L. M., Navis, G., Ockhuizen,

T., Plat, J., Sikkema, J., Stasse-Wolthuis, M., van ‘t Veer, P., Verweij, M., & de Vries, J. (2017). Capable and

credible? Challenging nutrition science. European Journal of Nutrition, 56(6), 2009-2012.

https://doi.org/10.1007/s00394-017-1507-y

Platek, S. M., Geher, G., Heywood, L., Stapell, H., Porter, J. R., & Walters, T. Y. (2011). Walking the walk to

teach the talk: Implementing ancestral lifestyle strategies as the newest tool in evolutionary studies.

Evolution: Education and Outreach, 4(1), 41-51. https://doi.org/10.1007/s12052-010-0309-y

Pontalti, B. (2018). Taller de mapas conceptuales y mentales: Para aprender a pensar y organizar las ideas.

Narcea Ediciones.

Price, R. M. (2011). Performing evolution: Role-play simulations. Evolution: Education and Outreach, 4(1),

83-94. https://doi.org/10.1007/s12052-010-0300-7

Pseudoarchaeology. (2020). En Wikipedia. https://en.wikipedia.org/w/index.php?

title=Pseudoarchaeology&oldid=992664318
Ridgway, E., Baker, P., Woods, J., & Lawrence, M. (2019). Historical developments and paradigm shifts in

public health nutrition science, guidance and policy actions: A narrative review. Nutrients, 11(3), Article 3.

https://doi.org/10.3390/nu11030531

Rosenberg, A. (2018). How history gets things wrong: The neuroscience of our addiction to stories. The MIT

Press.

Rufo, F., Capocasa, M., Marcari, V., D’arcangelo, E., & Danubio, M. E. (2013). Knowledge of evolution and

human diversity: A study among high school students of Rome, Italy. Evolution: Education and Outreach,

6(1), 19. https://doi.org/10.1186/1936-6434-6-19

Ruse, M. (2016). Evolutionary biology and the question of teleology. Studies in History and Philosophy of

Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences, 58, 100-106.

https://doi.org/10.1016/j.shpsc.2015.12.001

Schiffer, M. B. (2017). Archaeology’s footprints in the modern world. The University of Utah Press.

Schofield, J., Wyles, K. J., Doherty, S., Donnelly, A., Jones, J., & Porter, A. (2020). Object narratives as a

methodology for mitigating marine plastic pollution: Multidisciplinary investigations in Galápagos. Antiquity,

94(373), 228-244. https://doi.org/10.15184/aqy.2019.232

Shaw, J. (2016). Archaeology, climate change and environmental ethics: Diachronic perspectives on

human:non-human:environment worldviews, activism and care. World Archaeology, 48(4), 449-465.

https://doi.org/10.1080/00438243.2016.1326754

Siegel, E. (2020, agosto 4). You must not ‘do your own research’ when it comes to science. archive.is.

http://archive.is/uWkeA

Siperstein, S., Hall, S., & LeMenager, S. (Eds.). (2016). Teaching climate change in the humanities (1.a ed.).

Routledge. https://doi.org/10.4324/9781315689135

Smith, C. (Ed.). (2014). Encyclopedia of global archaeology. Springer Reference.

Smith, C. M. (2011). A three-step method for teaching the principles of evolution to non-biology major

undergraduates. Evolution: Education and Outreach, 4(2), 293-297. https://doi.org/10.1007/s12052-010-

0296-z
Story, R. (1978). The space-gods revealed: A close look at the theories of Erich von Däniken. New English

Library.

Trecek-King, M. (2021, agosto 3). Thinking is Power: The problem with “doing your own research”. Skeptical

Science. https://skepticalscience.com/the-problem-with-doing-your-own-research.html

van Dijk, E. M., & Kattmann, U. (2009). Teaching evolution with historical narratives. Evolution: Education

and Outreach, 2(3), 479-489. https://doi.org/10.1007/s12052-009-0127-2

Werth, A. (2012). Avoiding the pitfall of progress and associated perils of evolutionary education. Evolution:

Education and Outreach, 5(2), 249-265. https://doi.org/10.1007/s12052-012-0417-y

Wheeler, Q., Valdecasas, A. G., & Cánovas, C. (s. f.). Si la evolución no avanza en línea recta, ¿por qué

dibujarla de esa manera? The Conversation. Recuperado 15 de marzo de 2020, de

http://theconversation.com/si-la-evolucion-no-avanza-en-linea-recta-por-que-dibujarla-de-esa-manera-

129566

Williams, S. (1991). Fantastic archaeology: The wild side of North American prehistory. University of

Pennsylvania Press.

Wingert, J. R., Bassett, G. M., Terry, C. E., & Lee, J. (2022). The impact of direct challenges to student

endorsement of teleological reasoning on understanding and acceptance of natural selection: An

exploratory study. Evolution: Education and Outreach, 15(1), 4. https://doi.org/10.1186/s12052-022-00162-