Commentary: On Teaching the Nature of Science and the Science-Religion Interface

Bickmore, Berry R.; Thompson, Kirsten; Grandy, David; Tomlin, Teagan

doi:10.5408/1.3544261

Cited by 10 publications

(2 citation statements)

References 55 publications

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“…The dialogue view allows conflict between science and religion to be shaped so that both religious and scientific perspectives can be critically put into question and, eventually, changed (Bickmore, Thompson, Grandy, & Tomlin, 2009;Reiss, 2014). Taking the example of a Christian, it is about "making his theology and his cosmology consonant in the contributions they make to this world-view.…”

Section: The Relationship Between Science and Religionmentioning

confidence: 99%

Science-Religion Dialogue in Education: Religion Teachers’ Perceptions in a Roman-Catholic Context

Paiva

Rosa

Moreira³

et al. 2020

Res Sci Educ

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This paper examines the relationship between science and religion in the education system of Roman-Catholic Portuguese society. In particular, we explored perceptions of the relationship between science and religion for religious education teachers. We surveyed 198 Portuguese religious education teachers about how they view science and religion. The questionnaires revealed a number of similarities: religious education teachers are highly involved in religious practices and exposed to science; they perceived a compatibility between science and religion; and they have an openness to dialogue between both. They do not adhere to anti-scientific perspectives, but they simultaneously try to limit what can be explained by science. Thus, an interpretative view of dialogue and/or integration seems to best explain the perceptions of religious education teachers of the relationship between science and religion. These findings allow a space of discussion, enabling teachers to possibly foster the science-religion dialogue in their contexts of pedagogical activity.

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Section: The Relationship Between Science and Religionmentioning

confidence: 99%

Science-Religion Dialogue in Education: Religion Teachers’ Perceptions in a Roman-Catholic Context

Paiva

Rosa

Moreira³

et al. 2020

Res Sci Educ

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“…Antolin and Herbers stated that one of the factors related to students' understanding of the concept of evolution is that most students have a religious tendency towards scientific theories (Bickmore et al, 2009), and nevertheless reasoning about biological evolution is based on intuitive thinking or scientific reasoning (Cheryl-To, Tenenbaum, & Hogh, 2017). Shtulman and Schulz; Coley and Tanner, add that the available evidence suggests that the challenges in understanding evolution are rooted in deeply held intuitive thinking rather than the complexity of the concept of biology itself (Richard, Coley, & Tanner, 2017).…”

Section: Introductionmentioning

confidence: 99%

Investigation Type of Reasoning of Biology Prospective Teachers on Controversial Issues of The Theory of Evolution

Firdaus

Masiah²,

Ibrohim

et al. 2021

J. Prisma. Sains

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This study is a descriptive study that aims to explain the type of reasoning of biology prospective teachers on controversial issues of the theory of evolution. As much 26 prospective biology teachers at the Mandalika University of Education as participants. All participants are students who regularly program evolution courses in even semesters (2020/2021). A total of 3 open-ended question based on socioscientific issues (SSI) were used to obtain information about the type of reasoning of biology prospective teachers. The data analysis process was carried out descriptively, and based on the results of the study, that the type of reasoning of prospective biology teacher students was dominated by the type of reasoning based on religious beliefs and intuitive reasoning. These results indicate that the student biology prospective teachers not only conflict between religious beliefs and the theory of evolution, but also do not understand the concepts on the theory of evolution. Referring to the results of this study, further research is recommended to examine the acceptance or understanding, and beliefs of teachers, both in middle and high schools on the theory of evolution.

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Ways Children Reason About Science and Religion in Primary School: Findings from a Small-Scale Study in Australian Primary Schools

Billingsley

Fraser

2019

Contemporary Trends and Issues in Science Education

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Commentary: On Teaching the Nature of Science and the Science-Religion Interface

Cited by 10 publications

References 55 publications

Science-Religion Dialogue in Education: Religion Teachers’ Perceptions in a Roman-Catholic Context

Science-Religion Dialogue in Education: Religion Teachers’ Perceptions in a Roman-Catholic Context

Investigation Type of Reasoning of Biology Prospective Teachers on Controversial Issues of The Theory of Evolution

Ways Children Reason About Science and Religion in Primary School: Findings from a Small-Scale Study in Australian Primary Schools

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