An Exploratory Examination of Islamic Values in Science Education: Islamization of Science Teaching and Learning via Constructivism

Autor/in	Taskin, Özgür
Titel	An Exploratory Examination of Islamic Values in Science Education: Islamization of Science Teaching and Learning via Constructivism
Quelle	In: Cultural Studies of Science Education, 9 (2014) 4, S.855-875 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-013-9553-0
Schlagwörter	Islam; Values; Science Instruction; Constructivism (Learning); Graduate Students; Muslims; Religious Factors; Semi Structured Interviews; Classification; Student Attitudes; Evolution; Creationism + Suchen Sie Ihr Suchwort? Wertbegriff; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Muslim; Muslimin; Classification system; Klassifikation; Klassifikationssystem; Schülerverhalten; Schöpfungstheologie
Abstract	This exploratory study outlines the perceptions of four Muslim graduate students regarding Islam and its influence on their approach to the teaching and learning of science. All of the four interviewees were enrolled in science related programmes at a Midwestern US university. The interview responses were evaluated both within the frame of the Islamization of science and Ian Barbour's ("When science meets religion: enemies, strangers, or partners?," Harper, San Francisco, 2000) classification, which is based on four categories; conflict, independence, dialogue, and integration. Interviews were semi-structured and the data analyzed using a framework of typological and interpretive approaches (Hatch in "Doing qualitative research in education settings," State University of New York Press, New York, 2002). The interview findings show that Barbour's classification is a useful tool for categorizing perceptions. However, these perceptions may fall into more than one category. A surprising side effect was the misinterpretation and misuse of constructivism as well as the notion of a scientific theory as ways to negate the theory of evolution, and promote the teaching of intelligent design. These misinterpretations and misuses occur because there is the belief that the interaction between science and religion in daily life is considered part of the cultural setting in Islamic countries, which is what students bring to the table, as well as the notion that reality can only be found in the Qur'an. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10