Student Agency in Negotiating the Relationship Between Science and Religion
MetadataShow full item record
Research examining the relationship between science and religion has often painted a narrative of conflict for students with various religious beliefs. The purpose of this paper is to present a counter-narrative based on a study carried out in Singapore, which provides a unique multi-ethnic and multi-religious environment and geopolitical context to study the phenomenon. Informed by the theories of collateral learning, situated cognition and agency, the study examined how a group of high school biology students viewed and negotiated the relationship between biological evolution and their beliefs in Christianity. Case study methodology and semi-structured interviews were used to generate thick descriptions of their views. Findings from the study illustrate how the students exhibited agency in deliberately creating multiple resolution mechanisms as they recognised and negotiated the conceptual and social tensions between the worldviews of evolution and creationism. The findings suggest that the students exhibited more agency in resolving the perceived conflict between science and religion than we tend to ascribe based on previous interpretative accounts that emphasised confrontation, alienation and marginalisation. The implication is that students’ agency in negotiating the differing worldviews between science and religion should be seen as a resource for the learning of evolution, rather than a hindrance.
Showing items related by title, author, creator and subject.
Tulloch, Denton (2011)This study investigated sex, age, and ethnicity as determinants of classroom environment, as well as the effects of classroom environment on student attitudes at an urban two-year or junior college in Florida, USA. The ...
Revealing and reconceptualising teaching identity through the landscapes of culture, religion, transformative learning, and sustainability education : a transformation journey of a science educatorRahmawati, Yuli (2012)Motivated by Parker Palmer’s call for teachers to understand the self who teaches, I recently completed a transformative research journey that revealed and reconceptualised deeply sedimented dimensions of my teaching ...
Perera, Niru (2020)This study is located in a lesser-known educational context and investigates aspects of migration, religion and multilingualism. Focusing on the discourse of second-generation adolescent migrants in a Tamil Hindu temple ...