Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England

Billingsley, Berry; Abedin, Manzoorul; Nassaji, Mehdi

doi:10.1002/berj.3574

Cited by 8 publications

(6 citation statements)

References 43 publications

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“…In other words, it is understood that students can learn new, different questions and solutions by hanging questions to the question tree and when they solve these questions by class. Similarly, the questions produced by the student in Billingsley et. al., (2020) andHuang et.…”

Section: Discussionmentioning

confidence: 99%

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Question Tree Technique in Science Education; Sample Application

Gülen,

Yadigar

2024

Educational Academic Research

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The main purpose of this study is to determine the effect of the question tree technique used in the science lesson and the questions brought independently by the students on academic success. In addition, it is to get the opinions of the students about the use of question tree. Mixed method was used in the study. In the study lasting eight weeks, 61 participants participated with random sampling method. A fully structured interview form was preferred in the collection of qualitative data. Question tree questions and academic achievement test were used to collect quantitative data. The data obtained from the measurement tools were analyzed descriptively and content. In these analyzes, assistance was taken from Microsoft Excel and SPSS 17 programs. T-Test, ANCOVA, frequency and percentage and participant citations were used to interpret the data. According to the findings; It was determined that the question tree technique did not make a significant difference on the academic achievement of the experimental and control groups. The test of question tree questions did not affect academic success. It is thought that bringing the questions out of the book, freeing them not under the control of the teacher and using the low level questions are effective on this result. Students' question tree; It has been determined that they are useful and entertaining, sharing the questions with the class and solving them together, and using them in learning the subjects they cannot understand. It has been determined that the questions put on the question tree of the students have effects such as giving them information, learning new and different questions and solutions. In line with the results, suggestions are presented.

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Section: Discussionmentioning

confidence: 99%

“…The questions generated by the student help the student to learn and evaluate the subject (Billingsley et. al., 2020;Huang et.…”

Section: Introductionmentioning

confidence: 99%

Question Tree Technique in Science Education; Sample Application

Gülen,

Yadigar

2024

Educational Academic Research

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“…The Epistemic Insight Curriculum Framework (Billingsley et al, 2018) sets out a progression of learning objectives commensurate to different stages of learning. Epistemically insightful approaches have been used effectively to advance students understanding of the relationship between disciplines (Billingsley et al, 2021) including in the contexts of real‐world problems and Big Questions that bridge science and religion (Billingsley et al, 2020).…”

Section: Interdisciplinary Learning and Epistemic Insightmentioning

confidence: 99%

Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight

Billingsley

Heyes

2022

The Curriculum Journal

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Helping students to become more resilient to online misinformation is widely recognised as an essential task for education in a rapidly digitalising world. Students need both scientific knowledge and epistemic insight to navigate online spaces containing sensationalised reports of scientific and technological developments. Epistemic insight involves epistemic curiosity and the ability to think critically about the nature, application and communication of knowledge. This includes developing an understanding of the power and limitations of science and a curiosity regarding its relationship with other disciplines. We present a workshop designed for school students aged 16-18 titled 'Can science and technology cure loneliness?', designed to develop students' epistemic insight through investigating loneliness through a multidisciplinary perspective. We discuss how the design and pedagogy of this workshop might help students to build epistemic humility-the recognition that no single disciplinary perspective can complete our knowledge about a given topic. As part of a broader programme, epistemic insight-based pedagogies have the potential to develop students' resistance to science-and technology-related misinformation and prepare them for their potential role in shaping our scientific and technological future.

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“…The student's perspective on science and religion needs to be accommodated in scientific knowledge into their religious perspective (Uecker & Longest, 2017). Also, the perspective of the religions needs to be considered for teaching practice (Billingsley & Abedin, 2019). There is insufficient young adults' religious commitment to scientific attitude because they have a lower religious commitment (Uecker & Longest, 2017).…”

Section: Introductionmentioning

confidence: 99%

Analyzing Attitudes Towards Science and Religion Between National and Islamic Schools in Indonesia: A Case Study

Saputra,

Winarno,

Rusyati

et al. 2024

J. Sci. Edu. Practice

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Given that Muslims make up the majority in Indonesia, students' perspectives on science are influenced by their religious beliefs. This research aims to analyze the differences in attitudes toward science and religion between national and Islamic schools. This study employed a survey method to look at the views of students in national and Islamic schools. Two groups comprise the 420 Indonesian secondary school students that comprise the research sample: 212 students from national schools and 208 from the renowned "Pesantren" Islamic school in Kota Bandung, West Jawa. The result of this study shows factors with significant differences in general aspects between national school with 3.5 and islamic school with 3.8. The aspect that show significant differences are competitiveness, critical thinking, religiosity, trust in scientists, interest in doing science, extrinsic motivation for science, general value of science, awareness of environmental issues, science self-concept, science removing the need for God, compatibility between science and religion, and perceptions of science lessons. Factors with no significant differences include attitudes toward theistic faith, creationism, the public value of science, and scientism. Additionally, there are some strengths and weaknesses between the national school and Islamic school, such as the time of the science lessons, lab equipment, internet access, etc. It could be concluded that national school and islamic school has strengths and weaknesses that related with science and religion.

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Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England

Cited by 8 publications

References 43 publications

Question Tree Technique in Science Education; Sample Application

Question Tree Technique in Science Education; Sample Application

Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight

Analyzing Attitudes Towards Science and Religion Between National and Islamic Schools in Indonesia: A Case Study

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