Historical Interactions Between Judaism and Science and Their Influence on Science Teaching and Learning

Dodick, Jeff; Shuchat, Raphael

doi:10.1007/978-94-007-7654-8_54

Cited by 4 publications

(1 citation statement)

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“…The study was motivated by an issue which affects education internationally: the capacity of schools to adequately prepare students for some of the cross-disciplinary questions they are likely to encounter as future citizens and scholars (Lederman, Antink, & Bartos, 2014;Ratcliffe & Grace, 2003;Tytler, 2007). There are numerous important questions which in the view of many scholars should not be addressed from the perspective of science alone (McComas, 2002), and schools are under increasing pressure to give students more opportunities to ask and explore questions that bridge the sciences and the humanities (Dodick & Shuchat, 2014;Tytler, 2007). To illustrate why cross-disciplinary thinking is likely to become increasingly important in research and in public forums, we notice that many researchers studying human health and personality are now using cross-disciplinary frameworks to help them capture the range of factors that seem to be important (Rose, 2013).…”

Section: Introductionmentioning

confidence: 99%

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe

et al. 2016

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Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross‐disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross‐disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross‐disciplinary education.

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