Christian High School Science Teachers' Perspective Transformation: The Journey from Evolution to Creation

Autor/in	Thorpe, Paul Leslie
Titel	Christian High School Science Teachers' Perspective Transformation: The Journey from Evolution to Creation
Quelle	(2018), (171 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-9786-7
Schlagwörter	Hochschulschrift; Dissertation; Parochial Schools; Christianity; High School Teachers; Science Teachers; Teacher Attitudes; Scientific Attitudes; Religious Factors; Evolution; Creationism; Attitude Change; Transformative Learning; Lesson Plans; Reflection + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Konfessionsschule; Christentum; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Lehrerverhalten; Schöpfungstheologie; Attitudinal change; Einstellungsänderung; Pädagogische Transformation; Lesson planning; Unterrichtsplanung
Abstract	The purpose of this hermeneutical phenomenology study was to explore and describe the perspective transformations of 11 science instructors teaching at Christian high schools. These science teachers previously believed the evolutionary paradigm of origins. However, they have all experienced a transformation and now hold a young-earth creation perspective and believe the literal six-day creation event in the book of Genesis is accurate and true. Transformation of perspective regarding origins is defined as a phenomenon of transformative faith accompanied by assimilation and accommodation of new knowledge as seen through the lens of Jack Mezirow's (1991) transformative adult learning theory, and James Fowler's (1981) faith development theory. Semi-structured interviews, written lived-experience descriptions, and curriculum samples of young-earth creation lesson plans provided the data for research. Analysis of the data was thematically driven and reflective. Using Creswell's (2013) suggested method of phenomenological data analysis, information was collected, coded, and clustered into groups of codes which provided themes for the narrative. Findings of this study indicate the participants experienced perspective transformation through spiritual renewal and critical reflection on their previous assumptions and presuppositions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01