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Acknowledging the Religious Beliefs Students Bring into the Science Classroom

Title: Acknowledging the Religious Beliefs Students Bring into the Science Classroom: Using the Bounded Nature of Science.
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Name(s): Southerland, Sherry A., 1962-, author
Scharmann, Lawrence Conrad, 1955-, author
Type of Resource: text
Genre: Text
Issuance: serial
Date Issued: 2013
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Scientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to "teach to the controversy" – which some see as a way of introducing religious explanations for biological diversity into science classrooms. Many science educators reject this approach, insisting that we limit classroom discussions to science alone. This "science only" approach leaves the negotiation of alternative knowledge frameworks to students, who are often ill-prepared for such epistemological comparisons. To support students' understanding of science while maintaining their religious commitments, this article explores the utility of emphasizing the boundaries of scientific knowledge and the need to support students in their comparison of contradictory knowledge frameworks.
Identifier: FSU_migr_ste_faculty_publications-0013 (IID), 10.1080/07351690.2013.743778 (DOI)
Keywords: science education, religious beliefs, evolution, theory of knowledge
Note: This is the Author Accepted Manuscript. The final version was published in Theory into Practice.
Citation: Acknowledging the Religious Beliefs Students Bring into the Science Classroom: Using the Bounded Nature of Science. Theory into Practice. Retrieved from [add DigiNole URL for this article].
Subject(s): Education -- Curricula
Instructional systems
Education
Mathematics -- Study and teaching
Science -- Study and teaching
Links: http://dx.doi.org/10.1080/07351690.2013.743778
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_ste_faculty_publications-0013
Host Institution: FSU
Is Part of Series: School of Teacher Education Faculty Publications.
Is Part Of: Theory into Practice.
Issue: 1, 52

Choose the citation style.
Southerland, S. A., & Scharmann, L. C. (2013). Acknowledging the Religious Beliefs Students Bring into the Science Classroom: Using the Bounded Nature of Science. Theory Into Practice. Retrieved from http://dx.doi.org/10.1080/07351690.2013.743778