Should High-School Biology Teachers Relate to Students' Religious Faith When Teaching Evolution? The Perspective of Jewish Teachers

Autor/inn/en	Stahi-Hitin, Reut; Yarden, Anat
Titel	Should High-School Biology Teachers Relate to Students' Religious Faith When Teaching Evolution? The Perspective of Jewish Teachers
Quelle	In: International Journal of Science Education, 44 (2022) 7, S.1186-1207 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stahi-Hitin, Reut) ORCID (Yarden, Anat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2070936
Schlagwörter	Foreign Countries; High School Teachers; High School Students; Science Instruction; Evolution; Religion; Judaism; Jews; Teacher Attitudes; Religious Factors; Science Teachers; Controversial Issues (Course Content); Conflict; Israel + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Judaismus; Jew; Jude; Jüdin; Juden; Lehrerverhalten; Science; Science teacher; Wissenschaft; Controversial issues; Kontroverse; Konflikt
Abstract	Evolution is one of the most controversial scientific issues worldwide, mainly because of the presumed conflict with religion, which also arises in school biology classes. Here, we surveyed biology teachers from different Jewish sectors in Israel about their experiences teaching evolution and their perspective on relating to students' religious faith. Information was collected using an online questionnaire that was answered by 97 teachers, and three focus groups of 9 teachers. Half of the teachers reported encountering student religious-based opposition, in traditional/religious schools more than in secular ones. The teachers indicated that students' religious faith may hinder their understanding of evolution, while teachers' own perception of the conflict influenced their attitude. Most of the teachers indicated their willingness to relate to their students' religious faith in class, mainly because of the importance of relating to students' inner world. Our research adds to the global interest in evolution education by shedding light on this topic in a Jewish population, which has been little studied. In addition, the study emphasises the importance of relating to teachers' experiences and perspective in the discussion on whether to relate to students' religious faith during science class, because teachers are the mediators of science to future citizens. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01