Science-Religion Dialogue in Education: Religion Teachers' Perceptions in a Roman-Catholic Context

Autor/inn/en	Paiva, João Carlos; Rosa, Miriam; Moreira, João Ricardo; Morais, Carla; Moreira, Luciano
Titel	Science-Religion Dialogue in Education: Religion Teachers' Perceptions in a Roman-Catholic Context
Quelle	In: Research in Science Education, 52 (2022) 1, S.287-304 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paiva, João Carlos) ORCID (Rosa, Miriam) ORCID (Moreira, João Ricardo) ORCID (Morais, Carla) ORCID (Moreira, Luciano)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-020-09941-x
Schlagwörter	Foreign Countries; Sciences; Religion; Catholics; Religious Education; Teacher Attitudes; Scientific Attitudes; Religious Factors; Portugal + Suchen Sie Ihr Suchwort? Ausland; Science; Wissenschaft; Katholik; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lehrerverhalten
Abstract	This paper examines the relationship between science and religion in the education system of Roman-Catholic Portuguese society. In particular, we explored perceptions of the relationship between science and religion for religious education teachers. We surveyed 198 Portuguese religious education teachers about how they view science and religion. The questionnaires' results revealed a number of similarities: religious education teachers are highly involved in religious practices and exposed to science; they perceived a compatibility between science and religion; and they have an openness to dialogue between both. They do not adhere to anti-scientific perspectives, but they simultaneously try to limit what can be explained by science. Thus, an interpretative view of dialogue and/or integration seems to best explain the perceptions of religious education teachers of the relationship between science and religion. These findings allow a space of discussion, enabling teachers to possibly foster the science-religion dialogue in their contexts of pedagogical activity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01