Understanding Student Approaches to Learning Evolution in the Context of Their Perceptions of the Relationship between Science and Religion

Autor/inn/en	Yasri, Pratchayapong; Mancy, Rebecca
Titel	Understanding Student Approaches to Learning Evolution in the Context of Their Perceptions of the Relationship between Science and Religion
Quelle	In: International Journal of Science Education, 36 (2014) 1, S.24-45 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.715315
Schlagwörter	Foreign Countries; Science and Society; Science Instruction; Evolution; Religion; Religious Factors; Phenomenology; High School Students; Student Attitudes; Beliefs; World Views; Sciences; Creationism; Christianity; Semi Structured Interviews; Thailand + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Phenomenological psychology; Phänomenologie; Psychologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Belief; Glaube; World view; Weltanschauung; Science; Wissenschaft; Schöpfungstheologie; Christentum
Abstract	This study investigates a range of positions that learners take on the relationship between science and religion and the potential for these positions to explain student approaches when learning about evolution. A phenomenographic study based on interviews with nine students studying in Christian high schools in Thailand led to the identification of five distinct positions on the relationship between science and religion. Each position was associated with a characteristic pattern of learning about evolution that could be explained as an attempt by the students to align their particular learning approach with their position. Three of the positions have the potential to support scientifically valid understandings of evolution while avoiding emotional conflict. We suggest that knowledge of the range of positions and associated learning approaches can help educators to focus on the form and timing of support of benefit to those holding different viewpoints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10