Science and religion perspectives at St. John’s University of Tanzania (SJUT)

Aechtner, Thomas; Buchanan, Malcolm S.

doi:10.1080/13537903.2018.1469280

Cited by 6 publications

(10 citation statements)

References 3 publications

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“…In fact, when religious knowledge is tried to be applied to natural science learning in schools, students find memorable lessons, are challenged to think differently, and appreciate that science can have religious perceptions. Students with science-religion who have the most positive perspective on Darwinian evolution [40]. Students' opinions about science-religion and found that students were interested in exploring both, but did not have the intellectual tools to do [41].…”

Section: Ethnoscience and Its Relationship With Religious Sciencesmentioning

confidence: 99%

“…Student interest in STEM is influenced by several things, including the closeness and trust of parents with children [36,65], gender, career [66], student motivation and confidence [67,68]. STEM education is believed to be able to improve students' scientific understanding [40]. STEM based learning shows a higher score in problem solving [69], but its success requires a link between science and real world problems [23,59].…”

Section: Religious and Ethnoscience With Science Technology Ethnoscie...mentioning

confidence: 99%

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The urgency of religious and cultural science in STEM education: A meta data analysis

Sumarni

Faizah

Subali

et al. 2020

IJERE

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The 21st century education engages students to have higher order thinking and scientific literacy skills. However, these abilities in Indonsia are still relatively low, especially student’s scientific literacy skills. One solution to the problem of low scientific literacy skills in Indonesia is the application of STEM education. However, as technology advances pursued in STEM education, religious and cultural sciences increasingly separate themselves from science. Cultural science is rarely implemented in learning so that many students do not know their own culture. The contra between science and religion also makes students’s perception of religion and science are two independent knowledge and cannot be united. Through literature studies that have been carried out from various journal article search sites, this article discusses how important religious and cultural sciences are to be implemented into STEM education. The relationship between religion and science, culture and science, culture and religion and the urgency of religion and culture in STEM education are also discussed in this article. The results of this study propose solutions so that science education can be implemented with RE-STEM learning to overcome the gap between religion, culture and science. So, that students will have a more balanced knowledge in religion, ethnoscience and science from RE-STEM integration.

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Section: Ethnoscience and Its Relationship With Religious Sciencesmentioning

confidence: 99%

Section: Religious and Ethnoscience With Science Technology Ethnoscie...mentioning

confidence: 99%

The urgency of religious and cultural science in STEM education: A meta data analysis

Sumarni

Faizah

Subali

et al. 2020

IJERE

View full text Add to dashboard Cite

show abstract

“…Students' interest in STEM is influenced by several things, including the closeness and trust of parents with children (Peters, 2017), gender, career, student motivation and confidence. STEM education is believed to be able to increase students' scientific understanding (Aechtner and Buchanan, 2018). STEM-based learning shows a higher level of scores in problem solving, but its success requires a relationship between science and real-world problems (Stanford et al, 2016).…”

Section: Religion and Ethnoscience With Science Technology Ethnoscien...mentioning

confidence: 99%

Urgency of Religion and Culture in STEM (Science, Technology, Engineering, Mathematics) Based Learning Models: Meta Data Analysis

Asiyah

Walid²,

Kusumah³

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The aims of this research is to synthesize literature studies in order to answer the following questions: How important is religion? knowledge and cultural studies in studying science and the relationship between religion, culture and STEM education. This type of research is a literature study. The research method was to synthesize this literature following several steps to ensure the validity of the results. The results obtained indicate that the development of scientific literacy skills in education needs to be based on ethnographic-religious study-based learning. When students are invited to see the natural surroundings of phenomena including local culture, indirectly students will be invited to think literally about science. Various studies have proven that ethnoscience-based learning can help students to improve students' scientific literacy skills and this is an update in this research. The urgency of religious and cultural studies in education is of concern to educators and researchers

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“…There is a large literature on creationism, including, for example, numerous educational studies (see the journal Evolution: Education and Outreach), studies of the Creation Museum in Kentucky (Butler 2010;Homchick 2009;Oberlin 2014;Trollinger and Trollinger 2016), analysis of creationist texts (Locke 2014;Aechtner 2014), creationist study groups (Toumey 1994) and conferences (Rosenhouse 2012), historical studies (Numbers 2006;Moran 2011;Larson 2008), numerous analyses of survey data (Miller, Scott, and Okamoto 2006;Haider-Markel and Joslyn 2008;Baker 2012;Hill 2014;Unsworth and Voas 2018;Village and Baker 2013;Ecklund and Scheitle 2017;Aechtner and Buchanan 2018;Baker, Rogers, and Moser 2018), and an examination of creationism in different contexts in the English-speaking world (Coleman and Carlin 2004). However, there are few qualitative congregational studies concerned with creationism; one exception is Esther Chan and Elaine Howard Ecklund's study of mainline and evangelical Protestant understandings of evolution and miracles (Chan and Ecklund 2016).…”

Section: Comparative Congregational Studies Of Evangelicalismmentioning

confidence: 99%

Evangelicals, evolution, and inerrancy: a comparative study of congregational boundary work

Unsworth¹,

Ecklund

2021

Journal of Contemporary Religion

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A number of evangelical Christian denominations and networks uphold a specific doctrine of Scripture, stating that the Bible is the 'inerrant' word of God. Those who adhere to biblical inerrancy tend to reject literary interpretations of the creation accounts in the Bible and therefore to reject evolutionary theory. Indeed, evolution rejection frequently functions as a key boundary for biblical inerrantists that must be strictly maintained. In this comparative study, we analyse interview data and other materials to uncover the mechanisms by which evolution rejection as a boundary is strengthened, maintained or weakened within two evangelical church congregations that adhere to biblical inerrancy: one in London, UK, the other in Texas, US. We find significant differences in boundary work between the two congregations and consider how the interplay of three factors-1) orientation of the congregation (internal or external), 2) religious context (minority or majority), 3) boundary salience-may lead to boundary strengthening or weakening.

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Science and religion perspectives at St. John’s University of Tanzania (SJUT)

Cited by 6 publications

References 3 publications

The urgency of religious and cultural science in STEM education: A meta data analysis

The urgency of religious and cultural science in STEM education: A meta data analysis

Urgency of Religion and Culture in STEM (Science, Technology, Engineering, Mathematics) Based Learning Models: Meta Data Analysis

Evangelicals, evolution, and inerrancy: a comparative study of congregational boundary work

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