Secondary students' responses to perceptions of the relationship between science and religion: Stances identified from an interview study.

Autor/inn/en	Taber, Keith S.; Billingsley, Berry; Riga, Fran; Newdick, Helen
Titel	Secondary students' responses to perceptions of the relationship between science and religion: Stances identified from an interview study.
Quelle	In: Science education, 95 (2011) 6, S. 1000-1025Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20459
Schlagwörter	Interview; Einstellungsforschung; Sekundarstufe I; Secondary School; Curriculumentwicklung; Naturwissenschaftliche Bildung; Naturwissenschaftlicher Unterricht; Weltbild; Physikalisches Weltbild; Religion; Religiöse Einstellung; Religiöser Konflikt; Konzeptentwicklung
Abstract	It has been argued that learning science may be complicated, and even compromised, when students hold worldviews that may seem at odds with what is presented in science lessons. In particular, in some parts of the world, there has been considerable concern that students from particular religious backgrounds may reject some science teaching if perceived as inconsistent with their faith commitments. In this paper, we report the findings from an interview study that investigated how 12 13-14-year-olds from four diverse English schools perceived the relationship between science and religion. In particular, we consider how these students responded to any perceived contradiction and conflict between science and religion. We found a spectrum of stances among this small sample of secondary students. The more extreme positions represented a choice for either science or religion when conflict was perceived. However, other stances were found that sought a synthesis, accommodated inconsistent frameworks, or considered science and religion as noninteracting domains. These alternative stances present a similar range of possibilities to the possible outcomes that have been discussed when students' informal ideas in science are inconsistent with formal science teaching. The implications for further research and for curriculum development and teaching are considered.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2