Students’ Perceptions of Religion and Science, and How They Relate: the Effects of a Classroom Intervention

Abstract

In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15 year-old students develop a better appreciation about the relationship between science and religion and a less reductionist understanding of biology. Our focus here is on the understandings that students have about the relationship between science and religion. The intervention was successful in improving the understandings of almost half of the students interviewed, but in these interviews we still found many instances where students showed misunderstandings of the nature of both religious and scientific knowledge. We argue that RE needs to attend to questions to do with the nature of knowledge if students are to develop better understandings of the scope of religions and how they arrive at their knowledge claims.

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

“…Currently, students in religious schools have low knowledge of science and students in secular schools have low religious knowledge [29]. There are still many concerns in many countries that students do not have a good understanding of the scope of science and religion or how the two are related [46]. However, students in religious schools feel more challenged when discussing science because it is considered counter to their religion [29].…”

“…This situation provides an opportunity for teachers to make a link between the two by taking advantage of student interest in both faith-based and public schools. Learning that applies religious science helps students to develop an understanding and appreciation of the relationship between religion and science [46]. Religion teachers with teachers of general subjects such as mathematics, science, and social affairs can work together to insert faith in each subject [25].…”

“…Do not let the teacher give a wrong understanding that causes misconceptions in students. The question of the nature of knowledge needs to be presented if students can develop a better understanding of religious knowledge and students understand how to present their understanding [46]. Teachers must first understand the history of science and religion to be able to teach the philosophy of science and religion and their attachments [42].…”

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

“…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 (Stones et al, 2020). The urgency of religious and cultural studies in education is of concern to educators and researchers.…”

Characteristics of the Religious Element in STREAM Learning in Elementary Schools

“…STREAM supports meaningful learning experiences and problem solving while still believing that science, technology, engineering, art, religion and mathematics are interconnected. Therefore, it is appropriate that STREAM learning is applied in learning in elementary schools as learning that follows the development situation of the 21st century [15].…”