Secondary Students' Responses to Perceptions of the Relationship between Science and Religion: Stances Identified from an Interview Study

Autor/inn/en	Taber, Keith S.; Billingsley, Berry; Riga, Fran; Newdick, Helen
Titel	Secondary Students' Responses to Perceptions of the Relationship between Science and Religion: Stances Identified from an Interview Study
Quelle	In: Science Education, 95 (2011) 6, S.1000-1025 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20459
Schlagwörter	Curriculum Development; Conflict; Religion; Science Instruction; Interviews; Secondary School Students; Scientific Attitudes; Student Attitudes; Beliefs; World Views; Religious Factors; Investigations; Foreign Countries; Prior Learning; Cultural Influences; Individual Characteristics; Student Characteristics; Scientific Literacy; Student Reaction; United Kingdom + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Konflikt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Sekundarschüler; Schülerverhalten; Belief; Glaube; World view; Weltanschauung; Untersuchung; Ausland; Vorkenntnisse; Cultural influence; Kultureinfluss; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schülerkritik; Großbritannien
Abstract	It has been argued that learning science may be complicated, and even compromised, when students hold worldviews that may seem at odds with what is presented in science lessons. In particular, in some parts of the world, there has been considerable concern that students from particular religious backgrounds may reject some science teaching if perceived as inconsistent with their faith commitments. In this paper, we report the findings from an interview study that investigated how 12 13-14-year-olds from four diverse English schools perceived the relationship between science and religion. In particular, we consider how these students responded to any perceived contradiction and conflict between science and religion. We found a spectrum of stances among this small sample of secondary students. The more extreme positions represented a choice for either science or religion when conflict was perceived. However, other stances were found that sought a synthesis, accommodated inconsistent frameworks, or considered science and religion as noninteracting domains. These alternative stances present a similar range of possibilities to the possible outcomes that have been discussed when students' informal ideas in science are inconsistent with formal science teaching. The implications for further research and for curriculum development and teaching are considered. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10