Abstract
The public’s interest in astronomy, combined with unresolved scientific and ideological issues and low astronomical literacy, has led to the spread of pseudo-scientific beliefs. Current educational programs provide only limited astronomical knowledge within mandatory physics courses, which is insufficient for developing a systematic understanding. This study aims to develop a methodology for fostering high school students' astronomical knowledge, enabling them to critically navigate the modern information environment. The research employs a mixed-method approach, including content analysis of astronomical publications, surveys, interviews, experimental teaching, and statistical analysis. The study introduces a novel approach by incorporating pseudo-scientific concepts as subjects of analysis in astronomy education. A structured system of didactic units is proposed, integrating knowledge about the nature, dissemination, and critique of pseudo-scientific ideas, thereby enhancing students' ability to evaluate information critically. A system of didactic units has been developed, the content of which includes initial information about the essence, production and translation of near-scientific knowledge, as well as criticism of a number of common misconceptions and some near-scientific teachings close to astronomy from the side of science.