The Inter-relationship of Science and Religion: A typology of engagement

Abstract

This study explores whether the religious background of students affects their opinions about and attitudes to engaging with scientific explanations of the origins of the universe and of life. The study took place in four English secondary schools representing three different contexts (Christian faith-based; non-faith with majority Muslim catchment; and non-faith, mixed catchment). It comprised questionnaires and focus groups with over 200 students aged 14-16, supplemented by teacher interviews. The analysis approach was informed by grounded theory and resulted in the development of an engagement typology, which has been set in the context of the cross-cultural border crossing literature. It divides students into categories depending on both the nature and amount of engagement they were prepared to have with the relationship between science and religion. The model takes into account where students sit on four dimensions. These assess whether a student's preferred knowledge base is belief-based or fact-based; their tolerance of uncertainty (do they have a need for resolution?); their open mindedness (are they unquestioning or inquiring?); and whether they conceptualise science and religion as being in conflict or harmony. Many Muslim students resisted engagement because of conflicting religious beliefs. Teachers did not always appreciate the extent to which this topic troubled some students who needed help to accommodate clashes between science and their religious beliefs. It is suggested that increased appreciation of the complexity represented by their students can guide a teacher towards an appropriate approach when covering potentially sensitive topics such as the theory of evolution.

Origem e evolução humana na concepção de jovens estudantes brasileiros do Ensino Médio

“…A evolução humana apresenta um status diferente dentro de várias subculturas, representa alguns dos assuntos que precisam ser trabalhados em sala de aula a partir de estratégias didáticas que contribuam para o cruzamento de culturas trazidas pelos estudantes para a sala de aula e a ciência (HANLEY; BENNETT;RATCLIFFE, 2014). No entanto, antes de de nições pedagógicas é necessário conhecer as ideias dos estudantes, que nem sempre estão claras em sala de aula.…”

Student Teachers’ Approaches to Teaching Biological Evolution

“…Deanna may have been largely unaware or dismissive of student conflicts in her classroom (Hanley et al, 2014). Conflicts may have never surfaced because Deanna avoided all mention of religion (Cleaves & Toplis, 2007;Hermann, 2013).…”

“…In terms of content, teachers may avoid evolution altogether (Griffith & Brem, 2004), teach about evolutionary concepts without using the ''e-word'' (Griffith & Brem, 2004), teach only microevolution avoid human evolution in particular (Goldston & Kyzer, 2009;Griffith & Brem, 2004), and encourage students to understand but not necessarily accept evolution (Bramschreiber, 2013). Teachers sometimes assume a neutral stance toward evolution (Hermann, 2008;Oliveira, Cook, & Buck, 2011), avoid conflicts by ignoring them (Chuang, 2003;Hanley, Bennett, & Ratcliffe, 2014;Veal & Kubasko, 2003), defer to the authority of textbooks (Goldston & Kyzer, 2009), justify instruction by referring to standards (Donnelly & Boone, 2007;Bramschreiber, 2013;Goldston & Kyzer, 2009;Oliveira et al, 2011), or present multiple views so students can form their own conclusions .…”

“…Finally, other teachers mitigate student resistance by sharing their own personal views and experiences related to evolutionary conflicts (Veal & Kubasko, 2003). However, some teachers are completely unaware of student conflicts when learning about evolution (Hanley et al, 2014).…”

Evolução Humana e Religião: Opiniões de Jovens Brasileiros e Italianos

“…Os estudantes são capazes de orientar a sua própria aprendizagem, se provocados por recursos e métodos que contribuam para o cruzamento de fronteiras entre o seu mundo cotidiano para a cultura da Ciência (Hanley, Bennett, Ratcliffe, 2014). A abordagem didática de Aikenhead e Jegede (1999) propõe que, nos confrontos da Ciência com suas crenças pessoais, os alunos encontrem oportunidades de compreensão da cultura científica, mas mantenham a sua própria visão de mundo e tenham condições de utilizar os conhecimentos científicos no contexto apropriado.…”