RT Article
T1 Student Thinking When Studying Science-and-Religion
JF Zygon
VO 44
IS 4
SP 847
OP 858
A1 Stolberg, Tonie L.
LA English
PB Wiley-Blackwell
YR 2009
UL https://ixtheo.de/Record/1827961139
AB Abstract. Thirteen theology/religious studies students were interviewed while studying science-and-religion courses at four different institutions of higher education in the United Kingdom. They held a range of views about science and religion, their respective ontological status, and their science-and-religion studies. The interviews reveal that it may be possible to assign individuals to one of four different religioscientific conceptual frameworks and, furthermore, to relate differences in their approach when studying science-and-religion to their conceptual framework. The implications for course designers are discussed, including how the frameworks may enable teachers to be more aware of the range of possible reactions students may have while being introduced to science-and-religion topics.
K1 Teaching
K1 Student
K1 Learning
K1 Education
K1 course design
K1 Conceptual frameworks
DO 10.1111/j.1467-9744.2009.01037.x