Physical Sciences Preservice Teachers’ Religious and Scientific Views Regarding the Origin of the Universe and Life

Govender, Nadaraj

doi:10.1007/s10763-015-9695-5

Cited by 5 publications

(3 citation statements)

References 36 publications

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“…Scholars argue that there should be a clear distinction between science and religion in public educational institutions (Govender, 2017). In Greece, there is no separation of state and church (Αthanasiou et al, 2016), the society is strongly religious (Eurobarometer, 2015), while accountable for the educational policy is the 'Ministry of Education and Religious Affairs'.…”

Section: Discussionmentioning

confidence: 99%

Religiosity and teachers’ acceptance of the Big Bang Theory

Christonasis

Stylos

Chatzimitakos

et al. 2023

Eurasian Journal of Science and Environmental Education

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The creation of the world is a thematic content that intrigues students from a young age. The Big Bang Theory, one of the most prevalent theories about the world’s creation, is not elaborated on in Greek schools while teachers provide subjective answers to frequent questions about the creation of the universe and the existence of life. The present study investigates the perceptions of in-service primary teachers to further understand the acceptance of the Big Bang Theory and their attitude towards teaching it. The results show that the more religious the participants are, the less they accepted the theory and the less willing they are to teach it in a classroom environment. Although it is argued that faith and science are two sides of the same coin that are complementary and not mutually exclusive, the religiosity of teachers acts as a stumbling block in the educational process. The distrust towards the Big Bang Theory probably under the thought that their faith is at risk affects their teaching choices.

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Section: Discussionmentioning

confidence: 99%

Religiosity and teachers’ acceptance of the Big Bang Theory

Christonasis

Stylos

Chatzimitakos

et al. 2023

Eurasian Journal of Science and Environmental Education

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“…Such didactical strategies are mainly (a) explicit discussion of students' religious views in university seminars or teacher training courses, (b) integration of historical knowledge about the developing relationship between religion and science, and (c) inclusion of philosophical, in particular cosmological and epistemological reflection on the nature of science (see e.g. Reiss, 2014;Govender, 2017).…”

Section: Religious Beliefs and Science Teachingmentioning

confidence: 99%

Religious and Professional Beliefs of Schoolteachers – A Literature Review of Empirical Research

Häusler¹,

Pirner²,

Scheunpflug³

et al. 2019

IJLTER

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We review empirical studies on possible relations between schoolteachers' personal religious beliefs or worldviews and their professional thinking and acting. The major underlying assumption of such research is that teachers' religiosity or worldview orientation has an impact on their teaching. Although this assumption has been the basis of much public dispute on various issues, there has been little scholarly attention to and empirical research on this field -particularly in Europe. This review aims to present, summarise and systematise relevant recent studies and discourse. After some theoretical reflections we firstly explore empirical research on how teachers' religiosity and worldview in general is related to their teaching. We secondly focus on studies on relations between religious beliefs in particular and science teaching. As two special constellations, research on teaching religion as a subject and studies on teaching in faith-based schools are reported. Finally, studies on the relationship between teachers' religious or worldview beliefs and their job-related self-regulation or coping are presented.

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“…Given that teachers are often “funneled” into the specialties that they choose, they can have a difficult time learning about the two sides of the science–religion debate (Billingsley et al. ; Govender ; Hermann ). After all, they may think, science classes are for science, and humanities courses are for humanities students.…”

Section: Roles In Team Teachingmentioning

confidence: 99%

Teaching Science and Religion in the Twenty‐first Century: The Many Pedagogical Roles of Christopher Southgate

Corbally¹,

Rappaport²

2018

Zygon

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With the goal of understanding how Christopher Southgate communicates his in-depth knowledge of both science and theology, we investigated the many roles he assumes as a teacher. We settled upon wide-ranging topics that all intertwine: (1) his roles as author and coordinating editor of a premier textbook on science and theology, now in its third edition; (2) his oral presentations worldwide, including plenaries, workshops, and short courses; and (3) the team teaching approach itself, which is often needed by others because the knowledge of science and theology do not always reside in the same person. Southgate provides, whenever possible, teaching contexts that involve students in experiential learning, where they actively participate with other students. We conclude that Southgate's ultimate goal is to teach students how to reconcile science and theology in their values and beliefs, so that they can take advantage of both forms of rational thinking in their own personal and professional lives. The co-authors consider several examples of models that have been successfully used by people in various fields to integrate science and religion.

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Physical Sciences Preservice Teachers’ Religious and Scientific Views Regarding the Origin of the Universe and Life

Cited by 5 publications

References 36 publications

Religiosity and teachers’ acceptance of the Big Bang Theory

Religiosity and teachers’ acceptance of the Big Bang Theory

Religious and Professional Beliefs of Schoolteachers – A Literature Review of Empirical Research

Teaching Science and Religion in the Twenty‐first Century: The Many Pedagogical Roles of Christopher Southgate

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