Preparing future physics teachers through Flat-Earth arguments: strengthening scientific reasoning

Abstract This article explores the educational potential of engaging with conspiracy theories—specifically the Flat-Earth belief—as a way to foster scientific and critical thinking in future physics teachers. Rather than treating such ideas as mere curiosities, we use them as a basis for applying Newtonian gravity to various mass distributions with planar symmetry. We show how the predictions of these models diverge significantly from empirical observations, such as the direction of gravitational acceleration and the behavior of atmospheric pressure. By systematically analyzing these inconsistencies, students can strengthen their understanding of classical mechanics while learning to recognize pseudoscientific argumentation. We argue that this type of ‘safe sandbox’ can help build epistemic vigilance and prepare educators to address more complex and socially relevant cases of misinformation, such as climate change denial.