Students’ Perceptions of Apparent Contradictions Between Science and Religion: Creation Is Only the Beginning

Billingsley, Berry

doi:10.1007/978-94-007-4563-6_16

Cited by 13 publications

(21 citation statements)

References 15 publications

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“…Later, Christine said, "I knew that people say that God makes the Earth sometimes, and some people say it's caused [by] the Big Bang …, but I didn't connect it, or link it in any way to do with science and religion". This view of the relationship was labelled "Unexplored' and is an approach that was also evident in the study of tertiary level students' approaches (Billingsley, 2004).…”

Section: Unexploredmentioning

confidence: 98%

“…It seems relevant to say that Barinder associated his perspective with his Hindu faith and also to note that, in the studies by Billingsley (2004) of tertiary level students' views, there were individuals in that sample, some of whom were Christians, who felt, like Barinder, that these questions are unanswerable. This perception of the relationship was labelled "Unknowable" on the basis that Barinder felt that, since there will never be a definitive understanding of our origins, there is no value in comparing science and religion.…”

Section: Unknowablementioning

confidence: 99%

“…A methodology commonly employed in this area of research is to enquire into students' thinking about the relationship between science and religion by looking at what each young person believes about the natures of science and religion (Billingsley, 2004;Dagher & BouJaoude, 1997;Francis et al, 1990;Fulljames et al, 1991;Hansson & Redfors, 2007a, 2007bHokayem & BouJaoude, 2008;Scharmann, 1993;Schneller, 1982;Smith, 1994). For example, from their research, Hansson and Redfors found that 18-to 19-year-old students in Sweden tended to see physics as necessarily scientistic and this underpinned a perception by those students that physics and religion are incompatible.…”

Section: Introductionmentioning

confidence: 99%

“…It is likely that they would also need to be provided with a motivation to explore their own thinking. Cultural studies of science education have shown that most people are comfortable with holding apparently conflicting ideas unless there is an impetus that leads them to examine what they believe (Treadgust & Duit, 2008) The final section of this review describes a study by Billingsley (2004) which in many ways was a forerunner to the current study. Billingsley (2004) interviewed 40 undergraduate students in the Australian context to discover their thinking about the relationships between science and religion on questions where there are said to be conflicting views.…”

Section: Introductionmentioning

confidence: 99%

“…I'm watching to see which one wins. I'm not interested in resolving it; it's just interesting" (Billingsley, 2004). Another said, "If I'm thinking about religion, I take a religious kind of view, but if I'm thinking in a science way, I take the science view" (p. 282).…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2012

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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.

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Section: Unexploredmentioning

confidence: 98%

Section: Unknowablementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

et al. 2012

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How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe

et al. 2016

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Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross‐disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross‐disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross‐disciplinary education.

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Insights Into the Diversity of Attitudes Concerning Evolution and Creation: A Multidimensional Approach

Konnemann¹,

Asshoff²,

Hammann³

2016

Science Education

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ABSTRACT:The main aim of this paper is to describe high school students' attitudes concerning evolution and creation, with a focus on (1) attitudes toward evolutionary theory, (2) attitudes toward the Biblical accounts of creation, (3) creationist beliefs, and (4) scientistic beliefs. Latent class analyses revealed seven attitude profiles in a sample of 1672 German high school students. In contrast with the prevailing focus on creationism in science education research, a scientistic attitude profile (22%) rather than a creationist attitude profile (4%) characterized the largest group in this sample. The remaining five profiles account for three-fourths of the sample and describe a range of different positions, that is, noncreationist and nonscientistic positions. Moreover, the groups of students who belonged to different attitude profiles differed significantly in terms of further variables: (a) perception of conflict between science and theology, (b) attitudes toward science, (c) attitudes toward religion, (d) understanding of the nature of science, and (e) understanding of the nature of Christian theology. The benefit of the presented approach is discussed in the context of previous studies that focused on the acceptance of evolutionary theory. Because we found evidence for a wide variety of attitudes, implications for teaching and learning evolution are discussed.

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Students’ Perceptions of Apparent Contradictions Between Science and Religion: Creation Is Only the Beginning

Cited by 13 publications

References 15 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

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe

Insights Into the Diversity of Attitudes Concerning Evolution and Creation: A Multidimensional Approach

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