Search results
This study examined how epistemic and ontological cognition predict agreement with four science-religion perspectives: conflict, independence, dialogue, and integration. Participants ( N = 3911) were Finnish, Danish, and Dutch adults who had answered an online study.
- Pinja Marin, Marjaana Lindeman
- 2021
It has been described as a short term view (Maienschein, 1998) of knowing science and even labelled as “science literacy” to distinguish it from a longer term view of “scientific literacy”. The term science literacy, how-ever, is not common, and for the most part it seems to be a play on words.
- 347KB
- 14
Jan 1, 2023 · Highlights. Religion and science (R and S) are cultural systems influencing human behavior. People may think of the relationship between R and S as conflicting, dialogical (or separate). Conflict between R and S is perceived when faith and science mindsets are imbalanced.
Feb 2, 2016 · This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross‐disciplinary study and the other does not.
- Berry Billingsley, Richard Brock, Keith S. Taber, Fran Riga
- 2016
Jun 19, 2014 · We take issue with the idea that science is naturally opposed to faith, in its mindset and ambience. Physics was developed to a significant extent by religious people whose faith meant demonstrably more than following social conventions.
Jan 1, 2000 · In this review of the published literature in English on the concept of scientific literacy, the net is cast wider than just the professional science education community, and the diverse works...
People also ask
Is science literacy a play on words?
Is science literacy for all?
Is scientific literacy still appropriate?
What is scientific literacy?
What is true science literacy?
How are faith and science mindsets learned?
Jul 22, 2008 · Through the effective use of conceptual-change teaching strategies (given time using them to teach content), through meaningful reflection and conversations, and by building a sense of trust, a faculty member can increase the science literacy of the student.
