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Author: Berry Billingsley
Publisher: Springer Nature
ISBN: 3030172341
Category : Science
Languages : en
Pages : 353
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Book Description
This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion. Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western Australia Science and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship(s), or their representation within the curriculum. - Professor Keith Taber, University of Cambridge Science education and religious education are uncomfortable bedfellows. This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. - Julian Stern, Professor of Education and Religion, York St John University Humans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of Arkansas Equal parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book. If you have not, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University
Author: Berry Billingsley
Publisher: Springer Nature
ISBN: 3030172341
Category : Science
Languages : en
Pages : 353
Get Book
Book Description
This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion. Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western Australia Science and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship(s), or their representation within the curriculum. - Professor Keith Taber, University of Cambridge Science education and religious education are uncomfortable bedfellows. This book, written in part as a response to the – perhaps too clear – accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ‘receive’ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. - Julian Stern, Professor of Education and Religion, York St John University Humans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of Arkansas Equal parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour’s taxonomy, you will want to read this book. If you have not, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University
Author: Berry Billingsley
Publisher: Routledge
ISBN: 1315451956
Category : Education
Languages : en
Pages : 223
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Book Description
A Teacher’s Guide to Science and Religion in the Classroom provides practical guidance on how to help children access positive ways of thinking about the relationship between science and religion. Written for teachers of children from diverse-faith and non-faith backgrounds, it explores key concepts, identifies gaps and common misconceptions in children’s knowledge, and offers advice on how to help them form a deeper understanding of both science and religion. Drawing on the latest research as well as the designs of successful workshops for teachers and for children, there are activities in each chapter that have been shown to help children understand why science and religion do not necessarily conflict. The book highlights children’s interest in the so-called "Big Questions" that bridge science and religion and responds to the research finding that most children are missing ideas that are key to an explanation of why science and religion can be harmonious. The book explores key concepts and ideas including: Nature of science Power and limits of science Evolution, genes and human improvement Miracles, natural disasters and mystery Profiles of scientists, including Galileo and Newton A Teacher’s Guide to Science and Religion is an essential companion for preservice and practising teachers, providing session plans and pedagogic strategies, together with a cohesive framework, that will support teachers in fostering children’s curiosity and enthusiasm for learning.
Author: Michael Poole
Publisher: McGraw-Hill Education (UK)
ISBN: 0335232558
Category : Education
Languages : en
Pages : 152
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Book Description
This book examines ways in which beliefs and values interact with science and science teaching. It looks at some of the spiritual, moral, social and cultural contexts within which science has developed and considers how these factors can affect the choice of scientific theory. Various historical sections provide resource material for showing pupils the role of the history of science in the study of science. Interactions between science and religious belief are also analysed to clarify the nature, strengths and limitations of science as well as its place in the total curriculum. Publication of this book is particularly timely as contributions to pupils' spiritual, moral, social and cultural development are currently receiving emphasis across the whole curriculum.
Author: Millwood Education Trust
Publisher: Trafford
ISBN: 9781412084246
Category :
Languages : en
Pages : 134
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Book Description
The aim of the Science and Religion in Schools Project, the first major project of its kind, is to encourage the teaching in schools of issues concerning the debate between the claims of science and those of the major world religions. We want to stimulate open-minded discussion and to ensure that students are well informed and have a balanced picture of the different views involved. Aimed at students aged from 11 to 19 (a separate guide and CD ROM is available for Primary School students aged 7 to 11) the materials are differentiated and offer a range of teaching and learning styles. To make this possible we are providing a very wide range of materials for teachers and students. This includes background information since there are few teachers, either of Religious Education or of Science, who can claim to be equally well informed about both subjects and would therefor be able to therefor be able to cover these topics with complete confidence. A broad range of materials is required, not only because the subject itself is broad, but because the examination system in the UK still provides a very diverse set of syllabuses for Religious Education and Religious Studies. By providing such a range we can most areas which are examined and also encourage syllabus writers to increase the representation of this important debate in future curricula. No teacher could possibly cover all this material but we hope that all teachers will be able to use some. The materials have been written and edited by practising teachers or those with recent experience of classroom teaching. They have all been trialled in schools and rewritten in the light of comments and criticism. University experts have reviewed them for academic accuracy. For the sake of busy teachers we have provided background reading and lesson plans designed for ease of use. We hope that more experienced teachers will change and develop what they find here to suit their own students and their own particular teaching styles. It is hoped that the materials will act as a stimulus and not be treated as a course which must be rigidly adhered to. The Guide is designed to give an idea of the scope and quality of the materials, which are available in full in the attached CD ROM. It includes summaries of each topic, and units within the topics,to give teachers a flavour of how that particular topic or unit is treated and to make it easier to decide which they wish to study in greater depth. What we present here is the work of many people, but it should be seen as a first rather than a final edition. Thanks to 'Print on Demand' and the CD ROM, we are able to produce a great deal of material at a modest cost. Moreover, it will be possible to produce 'new editions' relatively cheaply and frequently. This will enable us to cover some areas which we have not yet been able to cover and to improve the quality of what is already there. This project should be seen as ongoing rather than complete. We shall rely on those using the material to keep us informed about their opinion of the material and to suggest improvements. We hope that teachers and their students will enjoy what they find here and may contribute in the future. We are greatly encouraged by the interest already shown in this project both in the UK and around the world and hope that you will find these materials exciting, stimulating and enjoyable. If you have ideas about how these materials could be improved or extended please contact us at
[email protected] or by using the feedback on the CD ROM or on the website. The project has been supported by a grant from the John Templeton Foundation.
Author: Michael Schleifer
Publisher:
ISBN:
Category : Bereavement in children
Languages : en
Pages : 330
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Book Description
Author: Mandy Robbins
Publisher: Routledge
ISBN: 131739853X
Category : Religion
Languages : en
Pages : 290
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Book Description
The Empirical Science of Religious Education draws together a collection of innovative articles in the field of religious education which passed the editorial scrutiny of Professor Robert Jackson over the course of his impactful fourteen year career as editor of the British Journal of Religious Education. These articles have made an enormous contribution to the international literature establishing of the empirical science of religious education as a research field. The volume draws together, organises and illustrates the contours of this emerging field and is an essential compendium which covers work in: teacher education and teacher experience; student understanding, attitudes and values; varieties of religious schooling, and; worldview and life interpretation Organised into ten thematic sections the contributors cover the field comprehensively and bring with them an international and reflexive approach to their research. It is an essential resource for those practitioners and researchers who wish to access original and innovative research undertaken by way of ethnographic fieldwork, practitioner research, life-history approaches to research, psychological scales and measures, and large surveys. Particularly interested readers will be studying PGCE and masters level programmes in religious education, as well as qualified religious educators undertaking continuing professional development.
Author: Tonie Stolberg
Publisher: Routledge
ISBN: 113692714X
Category : Education
Languages : en
Pages : 152
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Book Description
Can religion and science co-exist successfully in the classroom? How can you encourage an environment where differing views are treated positively? How do you help students apply their understanding of religious beliefs and scientific theory to a range of ultimate questions? Teaching Religion and Science aims to give RE teachers a pedagogical foundation for the teaching of religion and science topics, and for the teaching of religion as a whole. It will help you to have confidence to include what might appear to be challenging or controversial topics in your lessons, and provides guidance on how religion and science themes can be effectively addressed using appropriate classroom teaching methods. Containing a wealth of practical advice to help you turn pedagogical theory into practice effortlessly, it helps you understand your own attitudes to the subject, as well as those of your students, to ensure successful teaching. Essential guidance includes: activities to help you apply pedagogic practices to your own particular classroom situation advice to help minimise potential difficulties whilst tackling controversial issues links to a wide range of resources and advice on further reading comprehensive lesson plans for ages 11-16 and 16-19. Designed to be a resource for all training and practising R.E. teachers, Teaching Religion and Science offers much needed support for successfully integrating the teaching of religion and science in your classroom.
Author: Pam Hanley
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study explored the opinions of teachers and 14-16 year old students about the teaching of the origin of life in Science and RE. It focused on any discontinuities between students' religious or cultural backgrounds and what they are taught in school. A mixed methodology was used: a national teacher survey and work in four case schools (teacher interviews, student questionnaires, student focus groups). The case schools represented three contexts: a Christian faith school, a non-faith school with predominantly Muslim catchment, and two non-faith, mixed catchment schools. Grounded theory guided the design and analysis. Most Science teachers mentioned religious beliefs in their teaching of the origin of life, and most RE teachers mentioned scientific theories. However, there was little cross-departmental collaboration, raising the concern of inaccurate teaching of science theories in RE and potentially insensitive, counter-productive treatment of religious students in Science. Students tended to perceive Science as based on fact and closed to questioning or discussion of their concerns whereas RE had a more interactive pedagogy, encouraging challenge and the expression of opinion. Two complementary frameworks were developed from the data. One is a taxonomy of the different ways science and religion are seen to inter-relate. The other, which has been set in the context of the cross-cultural border crossing literature, reflects the propensity to engage with the science/religion interface as exemplified by the topic of the origin of life. Many Muslim students resisted engagement because of conflicting religious beliefs. Teachers did not always appreciate the extent to which this topic troubled some students who needed help to accommodate clashes between science and their religious beliefs. Building up cross-curricular working may increase teacher knowledge and confidence as well as providing better support for students. The engagement typology could be used to develop a simple questionnaire to enable teachers to assess student responsiveness before tackling potentially sensitive or controversial topics.
Author: Joseph W Shane
Publisher:
ISBN: 9781681405773
Category : Education
Languages : en
Pages : 0
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Book Description
The authors of Making Sense of Science and Religion believe that addressing interactions between science and religion is part of all science educators' collective job-- and that this is the book that will help you facilitate discussion when the topic of religion comes up. Designed for teachers at all grade levels, the book will help you anticipate and respond to students' questions-- and help students reconcile their religious beliefs even as you delve into topics such as evolution, geochronology, genetics, the origin of the universe, and climate change. The book is divided into three parts: 1.Historical and cultural context, plus a framework for addressing science-religion issues in a legal, constitutional manner. 2.Guidance on teaching specific scientific concepts at every grade level: elementary, middle, and high school science, as well as college and informal science settings. 3.Advice for engaging families, administrators, school boards, legislators and policy makers, and faith communities. The book' s authors are all personally and professionally invested in the subject. They are a mix of K- 12 teachers, college professors, and experts from organizations such as the American Association for the Advancement of Science and the Smithsonian National Museum of Natural History. They know that teaching about the interaction between science and religion is not easy. But they also know that educators have an ethical obligation to minimize the perceived conflict between science and religion. As the authors write, " When students hear a consistent message during science instruction-- that they can learn science while maintaining their religious beliefs-- they are much more willing to learn regardless of messages to the contrary that they might hear outside of your classroom."
Author: Thomas Dixon
Publisher: Cambridge University Press
ISBN: 1139486594
Category : Religion
Languages : en
Pages :
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Book Description
The idea of an inevitable conflict between science and religion was decisively challenged by John Hedley Brooke in his classic Science and Religion: Some Historical Perspectives (Cambridge, 1991). Almost two decades on, Science and Religion: New Historical Perspectives revisits this argument and asks how historians can now impose order on the complex and contingent histories of religious engagements with science. Bringing together leading scholars, this volume explores the history and changing meanings of the categories 'science' and 'religion'; the role of publishing and education in forging and spreading ideas; the connection between knowledge, power and intellectual imperialism; and the reasons for the confrontation between evolution and creationism among American Christians and in the Islamic world. A major contribution to the historiography of science and religion, this book makes the most recent scholarship on this much misunderstood debate widely accessible.
