School of EducationUniversity of Glasgow

Shagufta Chandi, Pratchayapong Yasri, Rebecca Mancy

Exploring student teachers’ positions on the relationship

between science and religion

Outline of the presentation

Background and introduction

Epistemological models of relating science and religion

Introduction to our research project

Early findings of our research

Background

Science and religion as two systems of explanations

Different opinions about these two systems

Compatible knowledge systems (Colins, 2006)Inherently opposite (Dawkins, 2006)Generally there is no conflict (MacGrath, 2007)Competition for explanatory space (Preston & Eply, 2009)

Evolution: Origin & biodiversity of life

Focus & importance of our research project

Science Education Focus: Student teachers’ views of relating science &

religion in general.Importance: For teacher educators

To be aware of the possible variety of perceptions relating science and religion among student teachers.

To encourage positive and progressive views of the relationship between science and religion among future teachers.

Different epistemological models of relating science and religion

Polkinghorne (1986)Barbour (1990)Haught (1995)Nord (1999)Alexander (2007)Yasri & Mancy (2010)

View

Incompatible

Conflict

STR RTS

Compartment

Compatible

Contrast

NOMA Independence

Coalescence Complementary

Taxonomy of the epistemological models used

Introduction to our research project

To identify a range of positions of relating science and religion among student teachersUseful for teacher educators to understand the variety of

positions among student teachersUseful for teachers to understand and respect the positions held

by their pupils when teaching science or religionData collection toolSample and sample sizeData analysis

Focus of our analysis

1. Answered two questions:1. Selected one preferred position

2. Strongly agree – Strongly disagree (5-point Likert scale) relating to all positions

2. Preferred epistemological model

3. Student teachers’ response pattern to different epistemological models of relating science and religion

4. Overall response pattern to five epistemological models versus students’ preferred epistemological model

Results and FindingsPreferred model

Preferred category of relating science and religion:

Complementary model

Models

Compartment

STR RTS Contrast Coalescence

Complementary

% 5 13 4 19 3 47

Results and FindingsOverall response patterns

Participants’ overall response pattern to the five models

Models that were rejected:(a) Conflict (STR & RTS)

(b) Coalescence

Models that were accepted: (a) Contrast

(b) Complementary

No clear pattern of acceptance/rejection:

Compartment

Opinion spectrum +ve End -ve End

Models relating science and religion

Strongly Agre

e

Agree Neutral

Disagree

Strongly Disagree

1 Compartment 3 37 19 37 4

2 Conflict model

STR 13 17 18 40 11

RTS 2 16 29 35 19

3 Contrast Model

NOMA 7 38 19 29 9

Independence

2 45 27 22 3

4 Coalescence 7 14 31 31 16

5 Complementary 24 52 11 11 2

Preferred Model Models accepted

Models rejected

1 Compartment ??? STR

2 Conflict STR

RTS

???

Contrast

RTS

STR & Coalescence

3 Contrast NOMA

Independence

Complementary

Complementary

STR

RTS

4 Coalescence Complementary ???

5 Complementary Contrast STR

Preferred model versus overall response pattern

Conclusion

Incompatible models (both modes: STR & RTS) were rejected by the majority of student teachers.Although a considerable number of student teachers

accepted STR & RTS as well.Compatible models (except coalescence) attracted

response towards the +ve end of opinion spectrum.The most common preferred model was one of the

compatible models, namely the complementary model

We believe that primary teachers influence the view of their learners, hence teacher educators need to be aware of the variety of perceptions and respectful of individual views

Thank you