The educational emphases of science teachers in US Evangelical Protestant high schools

I examine the levels of educational emphases that science teachers in Evangelical Protestant (EP) schools place on (i) teaching basic content knowledge, (ii) improving scientific reasoning skills, and (iii) presenting real-world applications of science. Using a nationally representative sample of US...

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Bibliographic Details
Main Author: Cheng, Albert (Author)
Format: Electronic Article
Language:English
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Published: Sage Publishing [2019]
In: International journal of Christianity & education
Year: 2019, Volume: 23, Issue: 1, Pages: 10-35
IxTheo Classification:CF Christianity and Science
KBQ North America
KDG Free church
RF Christian education; catechetics
ZF Education
Further subjects:B Teaching Practice
B Catholic Schools
B science pedagogy
B STEM education
B Evangelical Protestant schools
Online Access: Presumably Free Access
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Summary:I examine the levels of educational emphases that science teachers in Evangelical Protestant (EP) schools place on (i) teaching basic content knowledge, (ii) improving scientific reasoning skills, and (iii) presenting real-world applications of science. Using a nationally representative sample of US ninth-graders, I find differences in these educational emphases between science teachers in EP schools and science teachers in secular private, Catholic, and public schools. I also find suggestive evidence that differences in STEM-related student outcomes across school sectors, which have been demonstrated in prior research, are associated with cross-sector differences in the emphases of science teachers.
ISSN:2056-998X
Contains:Enthalten in: International journal of Christianity & education
Persistent identifiers:DOI: 10.1177/2056997118812906