Science & Education ( IF 2.8 ) Pub Date : 2021-04-19 , DOI: 10.1007/s11191-021-00218-x Gonzalo Peñaloza , Charbel N. El-Hani , Carlos Javier Mosquera-Suárez
Despite the importance of evolution to understand living phenomena, evolution teaching confronts several tensions, especially with respect to teachers’ and students’ religious beliefs. These aspects have been widely investigated in the USA and Europe. However, little empirical research has been done on this issue in Latin America, despite their large religious diversity and the currently growing population of Evangelical Christians. This paper aims to fill this gap by exploring Colombian biology teachers’ ideas about the relationship between scientific views and religious ideas, and their evolution teaching practice. We carried out a qualitative multiple case study involving four biology teachers. Data were collected through semi-structured interviews, classroom recordings and discussion group. To analyse teachers’ discourses, we used a hermeneutic-phenomenological method. The results show that (a) there is a close relationship between the views about the science-religion relationships and evolution teaching practices; (b) the religious teachers did not fully assume the worldviews of their specific religions, but rather built a personal version of those worldviews; (c) the nature of each religious tradition was a key element for understanding how the teachers see the relationships between religious and scientific views.
中文翻译:
在科学思想与基督教宗教信仰之间
尽管进化对于理解生物现象很重要,但进化教学仍面临着多种压力,特别是在教师和学生的宗教信仰方面。这些方面已在美国和欧洲进行了广泛调查。但是,尽管拉丁美洲的宗教信仰多种多样,并且目前福音派基督徒的人数正在增加,但在拉丁美洲,有关该问题的实证研究很少。本文旨在通过探索哥伦比亚生物学教师关于科学观点与宗教思想之间的关系的思想及其进化教学实践来填补这一空白。我们进行了定性的多案例研究,涉及四位生物学老师。通过半结构化访谈,教室录音和讨论小组收集数据。为了分析老师的话语,我们使用了一种解释现象学方法。结果表明:(a)关于科学与宗教关系的观点与进化教学实践之间存在密切的联系;(b)宗教教师并未完全假定其特定宗教的世界观,而是建立了这些世界观的个人版本;(c)每种宗教传统的性质是理解教师如何看待宗教观点与科学观点之间关系的关键要素。