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1.
This study traces a heuristic inquiry process from the point of view of a science educator, from a secular-humanist background in the northern United States, attempting to better understand and appreciate a major aspect of religious-influenced culture in the southern United States which has a major bearing on science education in the region. The intellectual and emotional viewpoints of selected scientists, science educators, science teachers, and prospective science teachers are examined regarding the relationship between their orthodox Christian religious beliefs and biological evolutionary theory. We view the prospect of teaching evolution to students with such a religious commitment as a prime example of the severe limitations of cognitively-oriented conceptual change theory. We also view conflicts between religion and science regarding evolution as a bona fide example of a multicultural issue in education. These theoretical perspectives are inconsistent with the common tendency among science professionals to view or treat orthodox Christian students in a manner unconscionable with others—to disrespect their intellect or belittle their motivations, to offer judgments based on stereotypes and prejudices, to ignore threats to personal selfesteem, or to deny the de facto connection of some scientific conceptions to the morals, attitudes, and values of individuals with such religious commitments. 相似文献
2.
Tonie L. Stolberg 《Science & Education》2010,19(6-8):679-692
This article examines what science education might be able to learn from phenomenological religious education’s attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of ‘learning from religion’ as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin’s responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin’s evolutionary approach. 相似文献
3.
The purpose of this study was to explore how some university biology majors in Beirut, Lebanon, accommodate the theory of biological evolution with their existing religious beliefs. Sixty-two students enrolled in a required senior biology seminar responded to open-ended questions that addressed (a) their understanding of the theory of evolution, (b) their perception of conflict between this theory and religion, and (c) whether the theory of evolution clashed with their own beliefs about the world. Based on their responses, 15 students were selected for an in-depth exploration of their written responses. Students' answers clustered under 1 of 4 main positions: for evolution, against evolution, compromise, and neutral. The authors suggest that teaching students about the nature of scientific facts, theories, and evidence is more likely to enhance understanding of evolutionary theory if students are given the opportunity to discuss their values and beliefs in relation to scientific knowledge. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 429–445, 1997. 相似文献
4.
Theo van der Zee Chris Hermans Cor Aarnoutse 《Educational Research and Evaluation》2013,19(3):271-293
So far scholars have researched beliefs about knowledge, knowing, and learning mainly in the areas of science and mathematics and among secondary school students. In this article, we explore primary school students' metacognitive beliefs about religious education. The article reports on a study involving 656 fifth- and sixth-grade students. We investigated their metacognitive beliefs, how these beliefs interrelate, and which students agree with which beliefs. In the minds of young students 7 categories are discernible: realistic learning, the transformative power of religion, social learning, intrinsic task value motivation, learning satisfaction motivation, the teacher's empathic orientation to learning, and the teacher's respect for students' contributions. These categories and their interrelationships open up new perspectives for the construction of a metacognitive beliefs system and for an interconnected network of beliefs across domains. We also outline implications for religious education in schools. 相似文献
5.
Michael A. Clores 《Asia Pacific Journal of Education》2006,26(1):65-77
The purpose of this study was to determine the beliefs about biological evolution held by college freshman students in one Catholic university in the Philippines. After 4 weeks of constructivist-inspired instruction, interviews and journal entries revealed that the students have diverse beliefs about the theory of evolution. They posited rejection, acceptance or doubt about the evolutionary theory based on their scientific and theological beliefs, perceptions about the evidence of evolution and misconceptions about evolutionary theory, in particular, human evolution. Based on the results, it is discerned that there indeed is a clear interaction between science and religion in the teaching and learning of science. The authors also conclude that students' current worldviews, in the form of attitudes and beliefs, affect how they understand concepts. 相似文献
6.
王多吉 《淮阴师范学院学报(哲学社会科学版)》2004,26(6):718-721
近代自然科学首先在西方宗教背景中发展,许多有伟大成就的西方科学家普遍具有极其浓烈的宗教情结,浸透着一种宗教精神。在他们看来,科学和宗教之间存在着牢固的相互关系和依存性。但是,宗教和科学毕竟是两种信仰体系,两者之间会存在一定的张力。这种张力对文明的发展是有好处的,不能简单地判断谁对谁错。 相似文献
7.
Nasser Mansour 《Cultural Studies of Science Education》2010,5(1):127-140
The debate about Islam and science extends to a debate about the relationship between Islam and science education. In this
paper, I explore Egyptian teachers’ views of the relationship between science and religion within the Islamic context. Teachers’
key vision of the relationship between science and religion was that “religion comes first and science comes next. I will
argue that teachers’ personal religious beliefs are among the major constructs that drive teachers’ ways of thinking and interpretation
of scientific issues related with religion. Then, I discuss how teachers’ personal religious beliefs have been formed and
influenced their pedagogical beliefs related to science and religion issues. Finally, I will argue, how we use the personal
religious beliefs model as a framework of teaching/learning scientific issues related with religion within sociocultural (Islamic)
context.
相似文献
8.
Theodore Brelsford 《Religious education (Chicago, Ill.)》2013,108(2):174-191
Recent work in the cognitive sciences provides new neurological/biological and evolutionary bases for understanding the construction of knowledge (in the form of sets of ideas containing functionally useful inferences) and the capacity for imagination (as the ability to run inferences and generate ideas from information) in the human mind. In recent years, a growing number of scholars are making use of cognitive science to understand and explain religious beliefs and behaviors in terms of these evolved cognitive capacities and structures of mind. Based on a literature review of cognitive studies of religion, this article examines relevant themes from cognitive science studies of religion toward drawing pedagogical lessons for religious education. 相似文献
9.
Although a well‐corroborated scientific theory, the theory of evolution has continued to cause dilemmas for some individuals who have not easily been able to accommodate the concepts of this theory within their “cognitive culture.” The reason lies in the overlap of some ideas that the theory advocates with other social, epistemological, and religious beliefs. This study describes how 11 college biology students who completed a course on the theory of evolution perceive the relationship among their epistemological beliefs about science, their beliefs about religion, and their perception of nature and causality and their position regarding the theory of evolution. It also compares the different positions of the students to that of the course instructor. Questionnaires and semistructured interviews were used to collect data. Qualitative methods were used to analyze the data and identify the various positions of the students and course instructor. The students' positions ranged from complete acceptance to complete rejection of the theory of evolution. The results suggest that students' personal beliefs should not be dismissed or underestimated when teaching the theory of evolution. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 395–419, 2008 相似文献
10.
Lisa A. Borgerding 《Cultural Studies of Science Education》2017,12(1):53-79
Although the concept of “rural” is difficult to define, rural science education provides the possibility for learning centered upon a strong connection to the local community. Rural American adolescents tend to be more religious than their urban counterparts and less accepting of evolution than their non-rural peers. Because the status and perception of evolutionary theory may be very different within the students’ lifeworlds and the subcultures of the science classroom and science itself, a cultural border crossing metaphor can be applied to evolution teaching and learning. This study examines how a teacher may serve as a cultural border crossing tour guide for students at a rural high school as they explore the concept of biological evolution in their high school biology class. Data collection entailed two formal teacher interviews, field note observations of two biology class periods each day for 16 days during the Evolution unit, individual interviews with 14 students, student evolution acceptance surveys, student evolution content tests, and classroom artifacts. The major findings center upon three themes regarding how this teacher and these students had largely positive evolution learning experiences even as some students continued to reject evolution. First, the teacher strategically positioned himself in two ways: using his unique “local” trusted position in the community and school and taking a position in which he did not personally represent science by instead consistently teaching evolution “according to scientists.” Second, his instruction honored local “rural” funds of knowledge with respect to local knowledge of nature and by treating students’ religious knowledge as a form of local expertise about one set of answers to questions also addressed by evolution. Third, the teacher served as a border crossing “tour guide” by helping students identify how the culture of science and the culture of their lifeworlds may differ with respect to evolutionary theory. Students negotiated the cultural borders for learning evolution in several ways, and different types of border crossings are described. The students respected the teacher’s apparent neutrality, sensitivity toward multiple positions, explicit attention to religion/evolution, and transparency of purposes for teaching evolution. These findings add to the current literature on rural science education by highlighting local funds of knowledge for evolution learning and how rural teachers may help students navigate seemingly hazardous scientific topics. The study’s findings also add to the current evolution education literature by examining how students’ religious perspectives may be respected as a form of expertise about questions of origins by allowing students to examine similarities and differences between scientific and religious approaches to questions of biological origins and change. 相似文献
11.
陈国成 《湖北第二师范学院学报》2013,(10):12-14
大学生宗教信仰是思想政治教育重点关注的问题,具有很强的社会意义.对福建省十所高校学生为样本的问卷调查发现：当前大学生信教比例呈上升趋势,而且信仰多元发展,对宗教的本质认识模糊,缺少马克思主义宗教观的正确引领.信教原因主要是由家庭环境、社会环境、校园环境、个人需求和宗教文化发展而导致的,新形势下加强马克思主义宗教观的教育、注重宗教理论研究、倡导思政队伍引领、强化校园活动开展、注重心理健康教育是改进大学生宗教信仰认知的必要条件. 相似文献
12.
Robert Ceglie 《Journal of Science Teacher Education》2013,24(1):37-65
This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups. 相似文献
13.
Kevin C. de Berg 《Science & Education》2011,20(7-8):805-830
This paper discusses the findings of a search for the intellectual tools used by Joseph Priestley (1733?C1804) in his chemistry, education, and theology documents. Priestley??s enquiring democratic view of knowledge was applicable in all three areas and constitutes a significant part of his lifework. Current epistemological issues in science education are examined from the point of view of the nature of theory and experiment as observed in Priestley??s writings and as espoused in modern philosophy of science. Science and religious faith issues in the context of science education are examined from the point of view of one??s understanding of sacred texts, and the suggestion is made that a Priestleyan model of ??the liberty to think for oneself?? and ??to hold knowledge with humility and virtue?? could prove helpful in dealing with the known divergent opinions in relation to science, education, and religion. 相似文献
14.
There are two indisputable findings in science education research. First, students go to school with some intuitive beliefs
about the natural world and physical phenomena that pose an obstacle to the learning of formal science. Second, these beliefs
result from the confluence of two factors, namely, their everyday experience as they interact with the world around them and
a set of operational constraints or principles that channel both perceptually and conceptually the way these experiences are
perceived and interpreted. History of science suggests that the theories of early scientists through which they sought to
explain physical phenomena relied mostly on ideas that closely fitted their experiences of the relevant phenomena. This characteristic
of the early scientific ideas is the root of the epistemological difficulties that early scientists faced in their attempts
to explain the phenomena. In this paper, we focus on the early theories in optics (from ancient Greek to the late Islamic
scientific traditions) and argue that students face some of the same epistemological problems as early scientists in explaining
vision and optical phenomena for the reason that students’ intuitive beliefs are also closely tied to particular phenomena
and as a result the underlying notions are fragmentary and lack the necessary generality that would allow them to cover many
disparate phenomena. Knowledge of these epistemological problems can help the instructor to identify the key elements for
a better understanding of the formal theory of optics and, in turn, lead to a more effective instruction. 相似文献
15.
The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their perceptions of their roles and responsibilities when teaching topics that bridge science and religion and the extent to which they collaborated with teachers in the other subject areas. We found that in this sample, teachers reported very little collaboration between the curriculum areas. Although the science curriculum makes no mention of religion, all the science teachers said that their approaches to such topics were affected by their recognition that some pupils held religious beliefs. All the RE teachers reported struggling to ensure students know of a range of views about how science and religion relate. The paper concludes with a discussion about implications for curriculum design and teacher training. 相似文献
16.
This research examines the problems that religious Jewish science teachers in Israeli high schools have in coping with science subjects (such as geological time) which conflict with their religious beliefs. We do this by characterizing the philosophical approaches within Judaism that such teachers have adopted for dealing with such controversy. Thus, we surveyed 56 religious teachers using a Likert‐type questionnaire developed for this research, as well as interviewed 11 teachers to more deeply probe their approaches. In addition, we surveyed 15 religious scientists, so that we could both contrast their views with our teacher samples as well as to better understand their coping strategies when confronted by scientific topics that challenge their beliefs. Results indicated that no single philosophical approach earned overwhelming support from the teachers or scientists. Instead, most of the subjects relate separately to each source of possible conflict in accordance with the philosophical approach that appears to be the most fruitful for resolving such conflicts. Moreover, both the scientists and the teachers felt less conflicted toward the specific subject of geological time, in comparison to issues connected to creation of the earth and (especially) evolution. The teachers did differ from the scientists in their preference toward philosophical approaches which help them better integrate the domains of science and religion. Based on our findings, we are able to suggest a set of strategies to help teachers overcome their difficulties in teaching ‘controversial’ science topics to a religiously oriented student population. 相似文献
17.
Lisa J. Starr 《Cultural Studies of Science Education》2010,5(1):191-200
In this paper I discuss the tension created by religion and science in one student’s understanding of knowledge and truth by exploring two questions: “How do individuals accommodate their religious beliefs with their understanding of science?” and “How does religious knowledge interact with scientific knowledge to construct meaning?” A constructivist framework sheds light on the answers to both questions in the context of process and product. 相似文献
18.
Science and religion are two indisputably profound and durable cultural forces with a complex history of interaction. As ASTE members are aware, these interactions often manifest themselves in classrooms and in the surrounding communities. In this essay, we encourage science teacher educators to broaden their perspectives of science–religion interactions so that they may better assist pre- and in-service science teachers with addressing topics such as the age and origins of the universe and biological evolution in an appropriate manner. We first introduce some foundational scholarship into the historical interactions between science and religion as well as current efforts to maintain healthy dialogue between perspectives that are frequently characterized as innately in conflict with or mutually exclusive of one another. Given that biological evolution is the dominant science–religion issue of our day, in particular in the USA, we next summarize the origins and strategies of anti-evolution movements via the rise and persistence of Christian Fundamentalism. We then summarize survey and qualitative sociological research indicating disparities between academic scientists and the general public with regard to religious beliefs to help us further understand our students’ worldviews and the challenges they often face in campus-to-classroom transitions. We conclude the essay by providing resources and practical suggestions, including legal considerations, to assist science teacher educators with their curriculum and outreach. 相似文献
19.
Lori Ann Delale-O’Connor Adam J. Alvarez Ira E. Murray H. Richard Milner IV 《理论付诸实践》2017,56(3):178-186
In this article, we focus on connections between and among teachers’ self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura’s (1986) theorization of self-efficacy, we discuss how teachers’ beliefs shape their classroom management practices and how these beliefs and practices can be essential sites to understanding and decreasing disparate outcomes in disciplinary referral patterns among practicing teachers. We emphasize the importance of building teachers’ self-efficacy beliefs and sense of efficacy to inform their classroom management practices/decisions. In particular, we focus on three sites of learning that, we argue, are essential to building teachers’ sense of efficacy in the classroom: learning about and building powerful and sustainable relationships with students; learning about and developing an understanding of outside of school contexts that students experience; and recognizing and appropriately responding to traumatic experiences of students. 相似文献
20.
This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four case studies of science lessons taught over a term by four exemplary teachers of primary science. The data collected includes video recordings of science lessons, interviews with each teacher and some of their students, student work, teachers?? planning documents and observation notes. In this paper, we examine the reflexive relationship between emotion and identity, and the teachers?? objectives for their students?? learning; the purposes (scientific and social) the teachers attributed to practical activities; and the ways in which the teachers incorporated practical activities into their lessons. The findings suggest that it is not enough to address content knowledge, pedagogy and pedagogical content knowledge in teacher education, but that efforts also need to be made to influence prospective primary teachers?? identities as scientific thinkers and their emotional commitment to their students?? learning of science. 相似文献