Should science educators deal with the science/religion issue?

Reiß, Michael

doi:10.1080/03057260802264214

Cited by 76 publications

(58 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The topics that are addressed by both science and religion, such as the origins of human existence, matter to students beyond the context of their science classrooms. As Reiss (2008) highlights, the importance of religion within some worldviews can lead students to say that religion is more credible to them than science (for example, see Roth, 1997). The point is made by Hokayem and BouJaoude (2008, p. 388) that religious beliefs "cannot be treated as misconceptions but have to be included as part of an individual's 'cultural milieu' that requires detailed description and analysis rather than modification".…”

Section: Introductionmentioning

confidence: 99%

Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry

et al. 2012

View full text Add to dashboard Cite

A number of previous studies have shown that there is a widespread view among young people that science and religion are opposed. In this paper, we suggest that it requires a significant level of what can be termed "epistemic insight" to access the idea that some people see science and religion as compatible while others do not. To explore this further, we draw on previous work to devise a methodology to discover students' thinking about apparent contradictions between scientific and religious explanations of the origins of the universe. In our discussion of the findings, we highlight that students' epistemic insight in this context does seem in many cases to be limited and we outline some of the issues emerging from the study that seem to boost or limit students' progress in this area.

show abstract

Section: Introductionmentioning

confidence: 99%

Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry

et al. 2012

View full text Add to dashboard Cite

show abstract

“…Reiss (2,26,27) argues that rather than conceiving of creationism as a misconception that sound teaching can change, we should think of it as a worldview. In adopting this stance Reiss (2) concedes that a change from belief in creationism to belief in evolution may not happen.…”

Section: Worldview or Misconception?mentioning

confidence: 99%

Belief versus acceptance: Why do people not believe in evolution?

Williams

2009

BioEssays

View full text Add to dashboard Cite

Despite being an established and accepted scientific theory for 150 years, repeated public polls show that evolution is not believed by large numbers of people. This essay examines why people do not accept evolution and argues that its poor representation in some science textbooks allows misconceptions, established and reinforced in early childhood, to take hold. There is also a lack of up-to-date examples of evidence for evolution in school textbooks. Poor understanding by science graduates and teachers of the nature of science and incorrect definitions by them of key terminology, serve only to undermine efforts to improve public understanding of evolution. This paper has several recommendations, including the introduction of evolution to primary age children and a call to bring evolution back as the central tenet of biology.

show abstract

“…• Possibilitar o desenvolvimento de visões mais complexas sobre a natureza da ciência, a partir de reflexões envolvendo semelhanças e diferenças entre ciência e religião FOSTER, 2000;REISS, 2008;SILVA 2015).…”

Section: Origens Do Universounclassified

O projeto de lei “Escola sem Partido” e o Ensino de Ciências

Bagdonas

Azevedo

2017

Alexandria: R. Educ. Ci. Tec.

View full text Add to dashboard Cite

Palavras-chave:Educação científica. Escola sem partido. Natureza da ciência. Ação comunicativa.Resumo: Discutimos algumas implicações do projeto de lei "Escola sem Partido" (Projeto de Lei n° 867/2015 e Projeto de Lei do Senado n° 193/2016) para o ensino de ciências, em especial para temáticas que apresentem paralelos entre concepções científicas e religiosas, como "origens do universo" e "origem da vida". Para tanto, recorreremos a discussões acerca da natureza da ciência (NdC) bem como alguns ideais comunicativos oriundos da Teoria da Ação Comunicativa (TAC). Keywords:Science education. School without party. Nature of science. Communicative action. Abstract:We discuss some implications of the law project "School without party"(Law project nº 867/2015 and Senate law project n° 193/2016) for science education, with focus on the science and religion issue, the "origins of the universe" and "origins of life". For this purpose, we present discussions regarding the "Nature of Science" and some communicative ideals which emmerged from the "Theory of Communicative Action".

show abstract

Should science educators deal with the science/religion issue?

Abstract: Nor would we be satisfied with a biology teacher who understood the arguments and evidence involved in, say, the National Academy of Sciences" (1984) discussion of evolution, but who, outside of the classroom, subscribed to a creationist view of the origin of species.

Cited by 76 publications

References 49 publications

Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry

Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry

Belief versus acceptance: Why do people not believe in evolution?

O projeto de lei “Escola sem Partido” e o Ensino de Ciências

Contact Info

Product

Resources

About