The Inter-Relationship of Science and Religion: A Typology of Engagement

Autor/inn/en	Hanley, Pam; Bennett, Judith; Ratcliffe, Mary
Titel	The Inter-Relationship of Science and Religion: A Typology of Engagement
Quelle	In: International Journal of Science Education, 36 (2014) 7, S.1210-1229 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.853897
Schlagwörter	Foreign Countries; Religion; Religious Factors; Beliefs; Secondary School Students; Secondary School Teachers; Christianity; Muslims; Comparative Analysis; Questionnaires; Focus Groups; Interviews; Grounded Theory; Learner Engagement; Controversial Issues (Course Content); Evolution; Classification; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Belief; Glaube; Sekundarschüler; Christentum; Muslim; Muslimin; Fragebogen; Interviewing; Interviewtechnik; Controversial issues; Kontroverse; Classification system; Klassifikation; Klassifikationssystem
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10