Argumentation in Science and Religion: Match and/or Mismatch When Applied in Teaching and Learning?

Autor/in	Erduran, Sibel
Titel	Argumentation in Science and Religion: Match and/or Mismatch When Applied in Teaching and Learning?
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 1, S.129-131 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2019.1708624
Schlagwörter	Teaching Methods; Learning Processes; Religious Education; Persuasive Discourse; Science Education; Evidence; Program Descriptions; Teaching Skills; Faculty Development; Program Evaluation; Comparative Analysis; Secondary School Students; Religious Factors; Secondary School Teachers; Course Content; Foreign Countries; Teacher Attitudes; Student Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Persuasion; Persuasive Kommunikation; Naturwissenschaftliche Bildung; Evidenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Programme evaluation; Programmevaluation; Sekundarschüler; Kursprogramm; Ausland; Lehrerverhalten; Schülerverhalten
Abstract	The article raises questions about how argumentation is situated in science and religious education. Argumentation is about the justification of claims with reasons and evidence. It is a way of reasoning in both science and religious studies. A current 3-year research and development project entitled "Oxford Argumentation in Religion and Science" (OARS), lasting from 2018-2021 and based in England, aims to develop, implement and evaluate a teacher's professional development programme in order to nurture teachers' pedagogical skills in teaching argumentation in both science and religious education. The particular interest is in understanding complex judgments, especially where they integrate judgments from the sciences and religion. Hence, a key component of the project is to compare arguments from the sciences with arguments made in religion drawing out implications for teaching and learning. The setting of the project is in secondary schools in and focuses on Key Stage 3 (or 11-14 years-old pupils). Thirty teachers from 15 schools, including a range of faith/maintained, religiously plural/religiously uniform[LlV1], as well as secular state schools are participating in the project. Overall the project highlights the need for teachers' professional development to deal with complex argumentation that concern both science and religious education content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01