Acknowledging the Religious Beliefs Students Bring Into the Science Classroom
Using the Bounded Nature of Science
Bibliographic Data
| ID | 5127490 |
|---|---|
| Authors | Sherry A Southerland (0000-0002-0824-4611, Florida State University), Lawrence C Scharmann (0000-0001-5470-3922, Florida State University) |
| Year | 2013 |
| Volume | 52 |
| Issue | 1 |
| Pages | 59-65 |
| Publication date | 2013-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07351690.2013.743778 |
| OpenAlex | W1986692836 |
| Language | EN |
| Citations received | 6 |
| References cited | 13 |
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 teachers 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
Diversity (politics · Epistemology · Metaphysics · Negotiation · Pedagogy · Science education · Social science · Sociology · Sociology of scientific knowledge · Animal and Plant Science Education · Evolution and Science Education · Philosophy · Psychology · Religion, Ecology, and Ethics
“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
Should high-school biology teachers relate to students’ religious faith when teaching evolution? The perspective of Jewish teachers
The Public Discussion on Flat Earth Movement
A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire's and Arendt's theories of education
Isolation, resilience, and faith
The narrowing spaces for Islamic knowledge at Islamic higher education in Indonesia
| Unique citing works | 6 |
|---|---|
| Citations per year | 1 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |