Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools

Billingsley, Berry; Nassaji, Mehdi

doi:10.1177/2056997119895542

Cited by 6 publications

(3 citation statements)

References 44 publications

(49 reference statements)

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“…Epistemic curiosity-that is, a curiosity about the multidisciplinary and interrelatedness of knowledge-is core to developing an epistemically insightful pedagogy. We found that the use of 'Big Questions', such as the one used in the title of this lesson, can effectively stimulate epistemic curiosity, helping students to engage in activities and thinking that builds capacity for thinking across disciplinary perspectives (Billingsley and Nassaji 2020). In addition, 'Bridging Questions' (e.g.…”

Section: Grounding In Epistemic Insightmentioning

confidence: 99%

Can a robot be a scientist? Developing students’ epistemic insight through a lesson exploring the role of human creativity in astronomy

et al. 2022

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Artificial intelligence is transforming the practice of science worldwide. Breakthroughs in machine learning are enabling, for example, the discovery of potentially habitable exoplanets beyond our solar system. The growing role of artificial intelligence (AI) in science raises questions for scientists, philosophers, computer scientists … and educators. How will the scholarship and practice of science education respond to the growing role of artificial intelligence in science? Questions like ‘Can a robot be a scientist?’ can help stimulate students’ epistemic curiosity, about the nature of scientific knowledge, including the value and importance of apparently uniquely human attributes such as creativity. In this article we explain the development and delivery of a science lesson using the question ‘can a robot be a scientist?’ to explore the role of human creativity in scientific observation and classification, using resources and activities created for the citizen scientist project ‘Galaxy Zoo’.

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Section: Grounding In Epistemic Insightmentioning

confidence: 99%

Can a robot be a scientist? Developing students’ epistemic insight through a lesson exploring the role of human creativity in astronomy

et al. 2022

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“…To conclude this section, a Catholic education should ensure that scientific knowledge is not merely transformed into technology but is kept true to itself, namely, a voice singing in unison with the voices of all the sciences, the hidden truths, and the sacred mysteries of the natural world. This difficult task can be achieved either by teachers familiar with scientific and theological knowledge or by science teachers and RE teachers working, collaboratively, to support the students in appreciating the interplay between science and faith (Billingsley and Nassaji 2020). What is fundamental when teaching science in Catholic schools and universities is to train students to discern between pure science and applied science, to make them aware of and able to appreciate the importance of both types of sciences, and understand their interplay in shaping the true identity of human beings as contemplative and material creatures.…”

Section: Unity and Universality Of Knowledge: What Does This Mean For...mentioning

confidence: 99%

Catholic Education and the Study of Science: The Mysticism of Scientific Pursuit

Canetta

2022

Religions

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In the past forty years, science has been gradually relegated to technology and utilitarian knowledge. To avoid forgetting what science truly is, it is paramount to train students to discern the difference between scientific knowledge and technological progress. Catholic education possesses the necessary tools to achieve such a goal and to give back, to science, its rightful place in human knowledge as a mystical instrument that can demonstrate the logic in the existence of a Creator beyond creation and enable humanity to climb the mountain of truth. The starting point of this ascent is to use scientific approaches to unravel the laws that govern the natural world. At the top of the mountain, the climber will contemplate the hidden mysteries of the Creator and His creation. In this paper, the development of science, from a united body of knowledge to a compartmentalized ensemble of different disciplines, will be presented. The difference between science as liberal knowledge and technology as utilitarian knowledge will also be discussed, and the fundamental role that Catholic education has to play in the restoration of scientific knowledge, as a liberal endeavour of the human mind, will be considered. The necessity of using the dialogue between faith and reason as a tool to train students in understanding the essence of scientific pursuit will be presented.

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“…Upper secondary school students in Germany find that constructing a scientific argument is easier than constructing an argumentation on the religious side (Basel et al, 2013). While students in England, the students of Church of England schools do not have enough level to understand science and religion, and they are not to be opposed (Billingsley, 2020). Students in England need teachers to accommodate the clashes between their scientific understanding and religious belief because many teachers do not appreciate the topic to that extent (Hanley et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Analyzing Attitudes Towards Science and Religion Between National and Islamic Schools in Indonesia: A Case Study

Saputra,

Winarno,

Rusyati

et al. 2024

J. Sci. Edu. Practice

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Given that Muslims make up the majority in Indonesia, students' perspectives on science are influenced by their religious beliefs. This research aims to analyze the differences in attitudes toward science and religion between national and Islamic schools. This study employed a survey method to look at the views of students in national and Islamic schools. Two groups comprise the 420 Indonesian secondary school students that comprise the research sample: 212 students from national schools and 208 from the renowned "Pesantren" Islamic school in Kota Bandung, West Jawa. The result of this study shows factors with significant differences in general aspects between national school with 3.5 and islamic school with 3.8. The aspect that show significant differences are competitiveness, critical thinking, religiosity, trust in scientists, interest in doing science, extrinsic motivation for science, general value of science, awareness of environmental issues, science self-concept, science removing the need for God, compatibility between science and religion, and perceptions of science lessons. Factors with no significant differences include attitudes toward theistic faith, creationism, the public value of science, and scientism. Additionally, there are some strengths and weaknesses between the national school and Islamic school, such as the time of the science lessons, lab equipment, internet access, etc. It could be concluded that national school and islamic school has strengths and weaknesses that related with science and religion.

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Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools

Cited by 6 publications

References 44 publications

Can a robot be a scientist? Developing students’ epistemic insight through a lesson exploring the role of human creativity in astronomy

Can a robot be a scientist? Developing students’ epistemic insight through a lesson exploring the role of human creativity in astronomy

Catholic Education and the Study of Science: The Mysticism of Scientific Pursuit

Analyzing Attitudes Towards Science and Religion Between National and Islamic Schools in Indonesia: A Case Study

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