Bridging science and faith in the classroom
Effects of cross-disciplinary science and religious education teaching on student attitudes
Dados Bibliográficos
| ID | 23310620 |
|---|---|
| Autores | Tamjid Mujtaba (0000-0003-1437-9827, University College London, autor correspondente), Michael J Reis (0000-0003-1207-4229, University College London), Richard Sheldrake (0000-0002-2909-6478, University College London) |
| Ano | 2026 |
| Páginas | 1-28 |
| Data de publicação | 2026-07-26 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Beliefs and Values (JOURNAL) |
| Identificadores do periódico | ISSN: 1361-7672 • E-ISSN: 1469-9362 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13617672.2026.2679953 |
| OpenAlex | W7171316929 |
| Idioma | EN |
| Referências citadas | 40 |
Although science and religion are often portrayed as conflicting explanatory systems, this study shows that many secondary school students do not view them as inherently contradictory, and that teaching approaches can reduce perceptions of conflict. The research involved 14–15-year-old students in England participating in an educational intervention that presented religious education in ways that explored connections with science while teaching biology in a less reductionist manner. Prior to the intervention, students who perceived science and religion as compatible tended to report more positive attitudes towards science, including higher science self-efficacy, greater interest in science lessons, stronger science self-concept, and increased aspirations to continue studying science after age 16. Following the intervention, the proportion of students who viewed science and religion as compatible increased. Students also became more accepting of the idea that non-scientific perspectives could be discussed in science classrooms. Improvements were observed in science-related motivation, including stronger beliefs in personal scientific capability, greater perceived relevance of science to future life and careers, and higher intrinsic and extrinsic interest in science. Students who already perceived compatibility between science and religion became more positive about science, whereas those who viewed the two as incompatible tended to show less positive science attitudes.
Bridging (networking) · Faith · Higher education · Religious education · Science education · Evolution and Science Education · Religious Education and Schools · Science Education and Pedagogy
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Science identity as a landscape of becoming
Drawing a Scientist
Secondary students’ values and perceptions of science-related careers
The Development of an ‘Attitudes to Science and Religion’ Instrument for Secondary School Students
Students’ Perceptions of Religion and Science, and How They Relate
An investigation into secondary teachers’ views of argumentation in science and religious education
A review of the effects of uncertainty in public science communication
The role of complementarity reasoning in religious development
The ‘Great Divide’
Global perceptions of religious and non-religious scientists
Content Matters
What do you think being a good scientist involves? School students’ views about science, scientific research, and being scientists
How Should Creationism and Intelligent Design be Dealt with in the Classroom
The STEM Pipeline
Moving along the STEM pipeline? The long-term employment patterns of science, technology, engineering and maths graduates in the United Kingdom
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |