Titlebook: Science and Religion in Education; Berry Billingsley,Keith Chappell,Michael J. Reiss Book 2019 Springer Nature Switzerland AG 2019 creatio

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Truth in Science and ‘Truth’ in Religion: An Enquiry into Student Views on Different Types of Truth-ther types of truth-claim. All the student participants conceived of religious truth-claims as ‘opinions’, to be contrasted with the certain, indisputable ‘facts’ of science. For many students, it was the lack of empirical verification, as well as the existence of disagreement, which meant religious

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Developing a Workshop for Secondary School Students that Provides a Space to Explore Questions About in education, neuroscience and philosophy as part of the LASAR (Learning about Science and Religion) ‘Being Human’ project. The activities were designed to develop students’ epistemic insight and expressed curiosity about the Big Question of human personhood, in the context of nearly human-like mac

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Three Perspectives on the Science-Religion Issue in Science Education: Interdisciplinarity, Value orrovide a frame of reference for the science-religion-worldview issue in school contexts, as well as a necessary background for my main question: Is interdisciplinarity the way to go, and how important is responsible personalization (subjectification) in this context? References to selected sources a

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Cultural and Religious Barriers to Learning Science in South Africa course experienced spiritual and epistemological challenges in relation to the content. This threatened their chances for academic success because some of the theories, notably the Big Bang and Solar Nebular theories, were experienced as fundamentally undermining of both their cultural and religiou

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Beyond Barbour: A Theology of Science from Ancient and Modern Thinkerstheological and cultural roots. I suggest that deriving a human narrative for science in this way can transform the way political discussions of ‘troubled technologies’ (genetic medicine, genetically modified organisms (GMOs), fracking, etc.) are framed and the way we approach science in education and the media.

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Truth in Science and ‘Truth’ in Religion: An Enquiry into Student Views on Different Types of Truth-critical pedagogy that places evaluation of truth centre-stage. The findings also suggest a need for religious education and science teachers to include more reflection on the nature of the scientific method in their schemes of work in order to dispel the myths of unanimity and certainty in science.