An exploratory examination of Islamic values in science education: Islamization of science teaching and learning via constructivism

Taşkın, Özgür

doi:10.1007/s11422-013-9553-0

Cited by 20 publications

(12 citation statements)

References 26 publications

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“…According to Clément (2015), Muslim teachers' conceptions of evolution change depending on where they live and other sociological and historical dimensions. Dowd (2003) and Taşkın (2014) have also suggested this relation. Mansour (2008) stresses the importance of Egyptian teachers' personal religious beliefs in the context of social-cultural constructivism.…”

Section: _____________mentioning

confidence: 88%

“…I will not investigate how this new form of science education is to be defined, whether it is postmodernist science education (Good and Shymansky, 2001) or the result of a conceptual change in science (Kampourakis and Nehm, 2014). Rather, I will assess the practical outcomes of this ongoing process in Muslim countries, which I call Islamization of science education via constructivism (Taşkın, 2014). As Haidar pointed out in 1999: "The presence of constructivist views can be attributed to religious [Islamic] beliefs.…”

Section: _____________mentioning

confidence: 99%

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Teaching Evolution in Muslim Countries: Is Constructivism a Solution or a Threat?

Taşkın

2020

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Since the turn of this century, constructivism has dramatically influenced science education and, particularly in Muslim countries, the teaching of evolution. This influence came about gradually. After the 1980’s, Muslim graduate students studying Education in Western universities have been taught constructivism both as a theory of learning and a philosophy, more specifically, as an epistemological theory. This has impacted these students’ views of the nature of science, scientific argumentation, multiculturalism, and the function of democratic values and practices in education. The scope of this influence raises a number of serious questions: Has constructivism introduced a mode of reasoning into science and science education that is foreign to, and even anathema to, scientific discourse? Why does almost every science education research paper suggest or imply negotiation with clergy and religious NGOs? Such questions are discussed in the present paper. To answer these questions, this paper examines in the context of Enlightenment and secularism theoretical frameworks, the methodologies, and suggestions regarding the teaching of evolution in Muslim countries.

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confidence: 88%

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confidence: 99%

Teaching Evolution in Muslim Countries: Is Constructivism a Solution or a Threat?

Taşkın

2020

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“…Similarly, the concept of evidence is used as a synonym of absolute proof (or mathematical proof). Also, the pedagogical concept of constructivism is often reduced to one of relativism (Taşkın, 2014), etc. All these examples inevitably lead to a relative reduction of the certainty status of targeted scientific topics.…”

Section: School As An Arenamentioning

confidence: 99%

“…They even sometimes go as far as granting a role to humans or to God in the process (Boujaoude et al, 2011). Such commitments are not always exclusive to geographical settings since it has also been recorded for Muslim graduate students in science-related programs in a Midwestern U.S. university (Taşkın, 2014).…”

Section: Science Education In Muslim Countries and Settingsmentioning

confidence: 99%

Science Education under a Totalitarian Theocracy:  Analyzing the ISIS Primary Curriculum

Potvin

Bissonnette

Chamsine

et al. 2019

Journal of Research in Science, Mathematics and Technology Educ

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Religion and Science Under Tension The tension between science and religion is a very old and still unresolved debate. In the public sphere, the idea of "civilization" refers by definition to their separation. Such a principle has also sometimes been described as a "founding myth" of the Western "civilized" world (Carr & Thésée, 2009). This separation is also often considered the result of past conflicts, such as the one between Galileo and the Church (Boorstin, 1983). But instances in which science and religion overlap, meet or clash still arise, and the tension between them still exists, sometimes visible around certain sensitive topics such as evolution and determinism, or in certain parts of the world more than others. The reasons for the rivalry between science and religion go beyond those that fuel ordinary antagonism between religions. While these might compete for the truth value of their respective sets of dogma, science chooses to reject dogma altogether. Bertrand Russel (1935, p. 194) explained that "a religious creed differs from a scientific theory in that it claims to express an eternal and absolutely certain truth, while science holds a provisional character [...]. Science, therefore, incites us to abandon the search for absolute truth and to substitute for it what may be called the 'technical' truth, which is distinctive of any theory that enables us to make inventions or to predict future events." Thus, paradoxically, the only doctrine that science embraces is the rejection of doctrine. In this view, even scientism has to be considered as an adversary of scientific thinking. Therefore, for certain problems, questions or topics for which a religion claims truth and for which science can conduct its Popperian (1995) inquiry-based refutations, conflicts inevitably arise. In such cases, power equilibria can be displaced, and different outcomes can arise: amicable divorce, subordination, acknowledgements of compatibility (or complementarity), etc. However such (latter) attempts at reconciliation, mostly proposed by clergymen, have been seen to be sometimes inequitable. Thomas Aquinas, for example, has argued that truths that are accessible by reason or faith are not contradictory, and at the same time, that both provide access to religious beatitude (Torrel, 2015).

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“…Previous researchers have done studies on Islamic values integration in learning. For example, Taskun (2014) investigated "An exploratory examination of Islamic values in science education: Islamization of science teaching and learning via constructivism". The study focused on integrating Islamic values into the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

Designing Islamic Values Integration into Sociology Learning

et al. 2020

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The effort to integrate Islamic values into learning has both attracted Islamic scholars to discuss and led them to offer their models which are open to examine. The purpose of this study is to discover a hypothetical model of integration planning of Islamic values into learning sociology at SMA (Sekolah Menengah Atas/Senior High School) PGII (Persatuan Guru Islam Indonesia/The Association of Indonesian Islamic Teachers) 2 Bandung. This present study employed a qualitative approach and a descriptive method in the form of case study. The data were collected using techniques namely: interviews, observation, and study documentation. The data were analysed through several steps namely: reducing, coding, displaying, interpreting of findings, and conclusion drawing. Based on the results of the study, the planning of the integration of Islamic values in learning sociology at SMA PGII 2 Bandung was applied through the use of the 2013 curriculum instrument. This integration occurred in the level of justification models. This is to say that the Quran was used as a justification tool for the learning contents of sociology learning. In this regard, the monotheism paradigm was brought into existence in the learning phases namely beginning, middle, and end of learning. Those phases served as efforts to create a religious atmosphere so that were designed and planned in order to reach Islamic values integration in sociology learning.

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An exploratory examination of Islamic values in science education: Islamization of science teaching and learning via constructivism

Cited by 20 publications

References 26 publications

Teaching Evolution in Muslim Countries: Is Constructivism a Solution or a Threat?

Teaching Evolution in Muslim Countries: Is Constructivism a Solution or a Threat?

Science Education under a Totalitarian Theocracy:  Analyzing the ISIS Primary Curriculum

Designing Islamic Values Integration into Sociology Learning

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An exploratory examination of Islamic values in science education: Islamization of science teaching and learning via constructivism

Cited by 20 publications

References 26 publications

Teaching Evolution in Muslim Countries: Is Constructivism a Solution or a Threat?

Teaching Evolution in Muslim Countries: Is Constructivism a Solution or a Threat?

Science Education under a Totalitarian Theocracy:&nbsp; Analyzing the ISIS Primary Curriculum

Designing Islamic Values Integration into Sociology Learning

Contact Info

Product

Resources

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Science Education under a Totalitarian Theocracy: Analyzing the ISIS Primary Curriculum