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“Evolution? I Don’t Believe in It”
Science & Education ( IF 2.1 ) Pub Date : 2020-03-04 , DOI: 10.1007/s11191-020-00109-7
Merav Siani , Anat Yarden

Due to the controversies surrounding the topic of evolution among religious and non-religious people alike, the treatment of biological evolution in education—both teaching and learning—is a potential minefield. The goal of this study was to probe the insights of Israeli stakeholders in education regarding the revision of the Israeli science and technology and biology curricula with respect to evolution. Our study is designed to capture the educational stakeholders’ opinions regarding the theological tensions surrounding the incorporation of evolution in the curricula, as well as methods of action to overcome or avoid these possible tensions. The study population was composed of 21 educational stakeholders, 11 of them scientists, developers of teaching and learning materials, and current or former chief supervisors at the Israeli Ministry of Education. These stakeholders were interviewed in-depth. The other 10 stakeholders were junior-high-school science or high-school biology leading teachers, for which focus groups were arranged. To obtain the main themes arising from the interviews, thematic analysis was conducted, and codes were obtained by grounded theory analysis. The results show themes of opposition to teaching evolution, a clear voice for no opposition to teaching evolution, and methods of action to overcome or avoid tension at the teacher and student levels. We suggest a culturally competent intervention program to reduce the dissonance between religion and evolution.

中文翻译:

“进化?我不相信它”

由于宗教和非宗教人士围绕进化主题的争议,教育中生物进化的处理——教学和学习——是一个潜在的雷区。本研究的目的是探讨以色列教育利益相关者对以色列科学技术和生物课程在进化方面的修订的见解。我们的研究旨在捕捉教育利益相关者对围绕将进化纳入课程的神学紧张局势的看法,以及克服或避免这些可能紧张局势的行动方法。研究人群由 21 名教育利益相关者组成,其中 11 名科学家、教学材料开发者、以色列教育部现任或前任首席主管。对这些利益相关者进行了深入采访。其他 10 名利益相关者为初中科学或高中生物带头教师,并为其安排了焦点小组。为了获得访谈中出现的主要主题,进行了主题分析,并通过扎根理论分析获得了代码。结果显示了反对教学进化的主题,不反对教学进化的明确声音,以及克服或避免教师和学生层面紧张的行动方法。我们建议实施一项具有文化能力的干预计划,以减少宗教与进化之间的不协调。其他 10 名利益相关者为初中科学或高中生物带头教师,并为其安排了焦点小组。为了获得访谈中出现的主要主题,进行了主题分析,并通过扎根理论分析获得了代码。结果显示了反对教学进化的主题,不反对教学进化的明确声音,以及克服或避免教师和学生层面紧张的行动方法。我们建议实施一项具有文化能力的干预计划,以减少宗教与进化之间的不协调。其他 10 名利益相关者为初中科学或高中生物带头教师,并为其安排了焦点小组。为了获得访谈中出现的主要主题,进行了主题分析,并通过扎根理论分析获得代码。结果显示了反对教学进化的主题,不反对教学进化的明确声音,以及克服或避免教师和学生层面紧张的行动方法。我们建议实施一项具有文化能力的干预计划,以减少宗教与进化之间的不协调。不反对教学进化的明确声音,以及克服或避免教师和学生层面紧张的行动方法。我们建议实施一项具有文化能力的干预计划,以减少宗教与进化之间的不协调。不反对教学进化的明确声音,以及克服或避免教师和学生层面紧张的行动方法。我们建议实施一项具有文化能力的干预计划,以减少宗教与进化之间的不协调。
更新日期:2020-03-04
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