This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion.

Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice.

• Vaille Dawson, Professor of Science Education, University of Western Australia

Science and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship(s), or their representation within the curriculum.

• Professor Keith Taber, University of Cambridge

Science education and religious education are uncomfortable bedfellows. This book, written in part as a response to the - perhaps too clear - accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people 'receive' an education in both science and religion: hearing their voices is refreshing in such a serious academic account.

-Julian Stern, Professor of Education and Religion, York St John University Humans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools.

• William F. McComas, Distinguished Professor of Science Education, University of Arkansas

Equal parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour's taxonomy, you will want to read this book. If you havenot, I implore you to read this book.

• Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University

Autorentext

Berry Billingsley is Professor of Science Education and leads the LASAR (Learning about Science and Religion) research team at Canterbury Christ Church University. Her interests include students' ideas about the nature of science and more broadly, developing strategies to support the development of epistemic insight, young people's engagement in science, artificial intelligence, Big Questions bridging science, religion and the wider humanities and the communication of science and technology news in the media. Equipped with a physics degree, Berry's first career was with the BBC where she produced and presented television and radio programmes including BBC World Service's 'Science in Action', BBC TV's 'Tomorrow's World' and BBC Education's 'Search out Science'. She then travelled to Australia, to become a senior project manager with the Department of Education. She regularly publishes in science education.

Keith Chappell is Research Fellow in the Learning About Science and Religion team at the Canterbury Christ Church University. He has previously taught biological sciences at the University of Reading and the University of Derby. As well his interests in biology he writes in the field of theology and religious studies, having been a Las Casas scholar at Blackfriars Hall, Oxford studying Christian social teaching. He is a visiting lecturer at the Maryvale Institute, Birmingham and Liverpool Hope University. He is also a theological advisor to the Catholic Bishops' Conference of England and Wales. In addition to science and religion he is engaged in research in the sociology of religion and the philosophy of biology.

Michael J Reiss is Professor of Science Education at UCL Institute of Education, Visiting Professor at the Universities of Kiel, York and the Royal Veterinary College, Honorary Fellow of the British Science Association and of the College of Teachers, Docent at the University of Helsinki, a Fellow of the Academy of Social Sciences and a Priest in the Church of England. He is President of the International Society for Science & Religion and of the International Association for Science and Religion in Schools and has research and consultancy interests in science education, bioethics and sex education.

Inhalt

1 Foreword; Alister McGrath.- 2 Introduction; Berry Billingsley, Keith Chappell and Michael Reiss.- SECTION 1; Beyond Barbour.- 3 Section 1 Introduction: Beyond Barbour: new ways of teaching the relationship between science and religion; Bethany N. Sollereder.- 4 Turning Barbour's model Inside Out: On using popular culture to teach about science and religion; Tuomas W. Manninen.- 5 Beyond Barbour: A Theology of Science from ancient and modern thinkers; Tom McLeish.- 6 Beyond the Territories of Science and Religion; Emily Dumler-Winckler.- 7 The Mediated Nature of Knowledge: Paul Ricoeur's Philosophy as a Means of Teaching Students About Science and Religion; Nathan H. White.- 8 The Moral Impact of Studying Science; Sally Riordan.- 9 Autonomous self and inter-processual self: two different backgrounds that explain how people see and live the relation two ways of dialoguing between science and faith; José Víctor Orón and Kleio Akrivou.- 10 'About' and 'Of' Languages: A New Way of Framing Religion and Science; Ben Trubody.- SECTION 2 Beyond Bare Statistics.- 11 Section 2 Introduction: Beyond bare statistics; Michael J Reiss.- 12 Truth in science and 'truth' in religion: An enquiry into student views on different types of truth-claim; Christina Easton.- 13 Developing a workshop for secondary school students that provides a space to explore questions about human personhood through the context of humanlike machines; Berry Billingsley and Mehdi Nassaji.- 14 Three perspectives on the science-religion issue in science education: Interdisciplinarity, value or ideology orientation and responsible personalization; Jostein Sæther.- 15 Changes and stabilities in the views of German secondary school students on the origin of the world and of humans from the ages of 12 to 14 and 16; Christian Hoeger.- 16 Cultural and religious barriers to learning in science: a South African case study; Ann Cameron.- 17 Ways children reason about science and religion in primary school: Findings from a small-scale study in Australian primary schools; Berry Billingsley and Sharon Fraser. SECTION 3: Beyond Chalk and Talk.- 18 Section 3 Introduction: Beyond Chalk and Talk; Sharon Fraser and Keith Chappell.- 19 Lies, damned lies, science and theology: why everyone needs to know the truth about science and religion; Richard Cheetham.- 20 Implementing the Australian Curriculum Science as a Human Endeavour (SHE) through science-themed films in the context of socio-scientific issues in secondary schools a …