Belief, Knowledge and Understanding

Santos, Frederik Moreira dos; El-Hani, Charbel Niño

doi:10.1007/s11191-017-9891-5

Cited by 6 publications

(2 citation statements)

References 28 publications

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“…Nine articles were identified in this category [Alkaher & Tal, 2014; Borgerding, 2017; Hermann, 2017; Kwah, 2019; Moreira‐dos‐Santos & El‐Hani, 2017; Owens et al, 2018; Southerland & Scharmann, 2013; Stones et al, 2020; Sumarni et al, 2020]. The most prominent theme regarding religion was teaching evolutionary theory in contexts shaped by biblical literalism.…”

Section: Resultsmentioning

confidence: 99%

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A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

Rüschenpöhler

2024

Science Education

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This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the “old world” in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the “old world” as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed.

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Section: Resultsmentioning

confidence: 99%

“…This is part of a pedagogy of difference for educating people to see Western science as one way of relating to nature out of many. Students are not expected to leave behind their convictions while gaining the opportunity to learn the scientific explanation [Moreira‐dos‐Santos & El‐Hani, 2017].…”

Section: Resultsmentioning

confidence: 99%

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

Rüschenpöhler

2024

Science Education

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The Intersections of Religion and Science in NSTA-OSTB Biographies

2021

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Reducing Pseudoscientific and Paranormal Beliefs in University Students Through a Course in Science and Critical Thinking

Wilson

2018

Sci & Educ

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This study measured the relationship between student's religion, gender, and propensity for fantasy thinking with the change in belief for paranormal and pseudoscientific subjects following a science and critical thinking course that directly confronted these subjects. Student pre-course endorsement of religious, paranormal, and pseudoscientific beliefs ranged from 21 to 53%, with religion having the highest endorsement rate. Pre-course belief in paranormal and pseudoscientific subjects was correlated with high scores in some fantasy thinking scales and showed a gender and a religion effect with females having an 11.1% higher belief across all paranormal and pseudoscience subcategories. Students' religion, and frequency of religious service attendance, was also important with agnostic or atheist students having lower beliefs in paranormal and pseudoscience subjects compared to religious students. Students with either low religious service attendance or very high attendance had lower paranormal and pseudoscientific beliefs. Following the critical thinking course, overall beliefs in paranormal and pseudoscientific subcategories lowered 6.8-28.9%, except for superstition, which did not significantly change. Change in belief had both a gender and religion effect with greater reductions among religious students and females.

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Belief, Knowledge and Understanding

Cited by 6 publications

References 28 publications

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education

The Intersections of Religion and Science in NSTA-OSTB Biographies

Reducing Pseudoscientific and Paranormal Beliefs in University Students Through a Course in Science and Critical Thinking

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