Acknowledging the Religious Beliefs Students Bring Into the Science Classroom: Using the Bounded Nature of Science

Authors

Sherry A. Southerland, Florida State UniversityFollow
Lawrence C. Scharmann, University of Nebraska-LincolnFollow

Document Type

Article

Date of this Version

2013

Citation

Published in Theory Into Practice, 52 (2013), pp 59–65.

DOI: 10.1080/07351690.2013.743778

Comments

Copyright © 2013 The College of Education and Human Ecology, The Ohio State University; published by Routledge/Taylor & Francis. Used by permission.

Abstract

Scientific knowledge often appears to contradict many students’ religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to teach to the controversy—which some see as a way of introducing religious explanations for biological diversity into science classrooms. Many science educators reject this approach, insisting that teachers limit classroom discussions to science alone. This science only approach leaves the negotiation of alternative knowledge frameworks to students, who are often ill-prepared for such epistemological comparisons. To support students’ understanding of science while maintaining their religious commitments, this article explores the utility of emphasizing the boundaries of scientific knowledge and the need to support students in their comparison of contradictory knowledge frameworks.