Student Thinking When Studying Science-and-Religion
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-...
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Wiley-Blackwell
2009
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| Dans: |
Zygon
Année: 2009, Volume: 44, Numéro: 4, Pages: 847-858 |
| Sujets non-standardisés: | B
Étudiant
B Learning B course design B Education B Conceptual frameworks B Teaching |
| Accès en ligne: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Édition parallèle: | Non-électronique
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| Résumé: | 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. |
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| ISSN: | 1467-9744 |
| Contient: | Enthalten in: Zygon
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| Persistent identifiers: | DOI: 10.1111/j.1467-9744.2009.01037.x |