"Let's Talk about It"--Explicit Discussions as a Way to Reduce the Resistance of Religious Jewish Science Teachers to Learning and Teaching about Evolution: A Case Study

Autor/inn/en	Alkaher, Iris; Shmueli, Marva; Dreyfus, Amos
Titel	"Let's Talk about It"--Explicit Discussions as a Way to Reduce the Resistance of Religious Jewish Science Teachers to Learning and Teaching about Evolution: A Case Study
Quelle	In: Education Sciences, 10 (2020), Artikel 298 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alkaher, Iris)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Judaism; Science Teachers; Teacher Attitudes; Cultural Awareness; Evolution; Zoology; Course Descriptions; Religious Factors; Inservice Teacher Education; Pedagogical Content Knowledge; Science Instruction; Student Attitudes; Teaching Methods; Barriers; Learning Processes; Biology; Elementary School Teachers; Conflict; Beliefs; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Judaismus; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Cultural identity; Kulturelle Identität; Zoologie; Kursstrukturplan; Lehrerfortbildung; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Biologie; Elementary school; Grundschule; Volksschule; Konflikt; Belief; Glaube; Ausland
Abstract	Acknowledging the diverse perceptions about science-religion relationships among learners who come from various religious environments may increase learners' willingness to learn about evolution. This study is based on a zoology course designed for in-service teachers, which aimed to provide basic scientific knowledge about evolution using the Religious Cultural Competence in Evolution Education framework. The study explores whether learners who were resistant to evolution modify their attitudes and willingness to learn about it, and whether they develop respect toward learners who hold contradicting views. Using qualitative methods, the findings indicate that using the Religious Cultural Competence in Evolution Education framework increased some formerly "resistant" learners' willingness to learn about evolution and include it in their own teaching, albeit in varying degrees and with various reservations. The learners appreciated the freedom to express their challenges concerning evolution learning or teaching and became more willing to respect opposing perspectives, even though not all the religious learners accepted evolution as an explanation for the development of organisms. This study has international implications for bridging the gap between science and religion, thus reducing resistance to learning and teaching about evolution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01