Student Agency in Negotiating the Relationship between Science and Religion

Autor/inn/en	Tang, Kok-Sing; Yang, Xiangyu
Titel	Student Agency in Negotiating the Relationship between Science and Religion
Quelle	In: Research in Science Education, 49 (2019) 5, S.1301-1317 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Kok-Sing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9655-x
Schlagwörter	Religion; Religious Factors; High School Students; Science Instruction; Biology; Evolution; Student Attitudes; Beliefs; Christianity; Scientific Concepts; Concept Formation; World Views; Creationism; Conflict + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Schülerverhalten; Belief; Glaube; Christentum; Concept learning; Begriffsbildung; World view; Weltanschauung; Schöpfungstheologie; Konflikt
Abstract	Research examining the relationship between science and religion has often painted a narrative of conflict for students with various religious beliefs. The purpose of this paper is to present a counter-narrative based on a study carried out in Singapore, which provides a unique multi-ethnic and multi-religious environment and geopolitical context to study the phenomenon. Informed by the theories of collateral learning, situated cognition and agency, the study examined how a group of high school biology students viewed and negotiated the relationship between biological evolution and their beliefs in Christianity. Case study methodology and semi-structured interviews were used to generate thick descriptions of their views. Findings from the study illustrate how the students exhibited agency in deliberately creating multiple resolution mechanisms as they recognised and negotiated the conceptual and social tensions between the worldviews of evolution and creationism. The findings suggest that the students exhibited more agency in resolving the perceived conflict between science and religion than we tend to ascribe based on previous interpretative accounts that emphasised confrontation, alienation and marginalisation. The implication is that students' agency in negotiating the differing worldviews between science and religion should be seen as a resource for the learning of evolution, rather than a hindrance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01