David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Zygon 44 (4):847-858 (2009)
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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References found in this work BETA
Ian G. Barbour (1990). Religion in an Age of Science. Harper and Row.
Joyce Nyhof-Young (2000). Education for the Heart and Mind: Feminist Pedagogy and the Religion and Science Curriculum. Zygon 35 (2):441-452.
Dana L. Zeidler, Kimberly A. Walker, Wayne A. Ackett & Michael L. Simmons (2002). Tangled Up in Views: Beliefs in the Nature of Science and Responses to Socioscientific Dilemmas. Science Education 86 (3):343-367.
Geoffrey Cantor & Chris Kenny (2001). Barbour's Fourfold Way: Problems with His Taxonomy of Science-Religion Relationships. Zygon 36 (4):765-781.
William W. Cobern (2000). The Nature of Science and the Role of Knowledge and Belief. Science and Education 9 (3):219-246.
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