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-...
| Главный автор: | |
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| Формат: | Электронный ресурс Статья |
| Язык: | Английский |
| Проверить наличие: | HBZ Gateway |
| Journals Online & Print: | Загрузка...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Опубликовано: |
Wiley-Blackwell
2009
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| В: |
Zygon
Год: 2009, Том: 44, Выпуск: 4, Страницы: 847-858 |
| Другие ключевые слова: | B
Learning
B course design B Education B Студент B Conceptual frameworks B Teaching |
| Online-ссылка: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Parallel Edition: | Не электронный вид
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| Итог: | 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 |
| Второстепенные работы: | Enthalten in: Zygon
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| Persistent identifiers: | DOI: 10.1111/j.1467-9744.2009.01037.x |