An investigation into secondary teachers’ views of argumentation in science and religious education
Citizens often face dilemmas where they need to make decisions that impact our lives and are related to science and religion. For example, genetic cloning, nuclear energy and climate change can potentially appeal to moral and religious values as well as scientific knowledge. The ability to coordinat...
| Authors: | ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
2021
|
| In: |
Journal of beliefs and values
Year: 2021, Volume: 42, Issue: 2, Pages: 190-204 |
| Standardized Subjects / Keyword chains: | B
Secondary school level
/ Natural sciences
/ Teacher
/ Religion teacher
/ Argumantation
/ School teaching
|
| RelBib Classification: | AB Philosophy of religion; criticism of religion; atheism AH Religious education ZB Sociology ZF Education |
| Further subjects: | B
teacher beliefs
B Science and religion B Argumantation |
| Online Access: |
Presumably Free Access Volltext (lizenzpflichtig) |
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| 109 | |a Guilfoyle, Liam | ||
| 245 | 1 | 0 | |a An investigation into secondary teachers’ views of argumentation in science and religious education |
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| 520 | |a Citizens often face dilemmas where they need to make decisions that impact our lives and are related to science and religion. For example, genetic cloning, nuclear energy and climate change can potentially appeal to moral and religious values as well as scientific knowledge. The ability to coordinate knowledge and values in reaching justified conclusions has thus become increasingly important in contemporary democratic societies. The process of justification of knowledge claims with evidence and reasons is often referred to as ‘argumentation’. Curricula of school subjects such as science and religious education (RE) include references to argumentation, and teachers are expected to teach to these standards. Yet, there is often limited opportunity for teachers of conventionally disparate subjects to express their understanding of how argumentation is broadly conceptualised in their own subject and in relation to other school subjects. This paper reports a study investigating how science and RE teachers view the nature of argumentation. The data were drawn from 16 science and 17 RE teachers’ survey responses. The findings illustrate how teachers describe both the distinguishing features (e.g. forms of evidence acceptable for substantiating a claim) and similarities (e.g. structures and processes of argument construction) of argumentation in science and RE. | ||
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| STA | 0 | 0 | |a Argumantation,Reasoning,Natural sciences,Natural sciences,Natural science,Science in literature,Religion teacher,School teaching,School teaching,Teaching,Lessons,Classroom,Didactics,Secondary school level,School year,Class,Sekundarstufe,Teacher,Teacher,Instructor,Schoolmaster |
| STB | 0 | 0 | |a Argumentation,Raisonnement,Enseignant,Enseignant,Professeur,Professeur,Professeur (motif),Professeur,Enseignement secondaire,Enseignement,Enseignement,Cours,Cours,Cours (motif),Cours,Professeur de religion,Sciences de la nature,Sciences de la nature,Sciences,Sciences,Sciences (motif),Sciences |
| STC | 0 | 0 | |a Argumentación,Ciencias naturales,Ciencias naturales,Enseñanza,Enseñanza,Escuela secundaria,Profesor de religión,Profesor,Profesor |
| STD | 0 | 0 | |a Argomentazione,Insegnante <motivo>,Insegnante,Professore,Maestro,Professore,Maestro,Professore (motivo),Maestro (motivo),Professore,Maestro,Insegnate di religione,Lezione <motivo>,Lezione,Insegnamento,Insegnamento,Insegnamento (motivo),Insegnamento,Scienze naturali,Scienze naturali,Scuola secondaria |
| STE | 0 | 0 | |a 中等教育阶段,宗教老师,宗教课教师,教师,教师,教员,老师,教员,老师,自然科学,自然科学,论据,课程,教学 |
| STF | 0 | 0 | |a 中等教育階段,宗教老師,宗教課教師,教師,教師,教員,老師,教員,老師,自然科學,自然科學,課程,教學,論據 |
| STG | 0 | 0 | |a Argumentação,Ciências naturais,Ciências naturais,Ensino médio,Ensino,Ensino,Professor de religião,Professor,Professor |
| STH | 0 | 0 | |a Аргументация,Естественные науки (мотив),Естественные науки,Преподавание,Преподавание,Урок,Урок (мотив),Средняя школа,Учитель (мотив),Учитель,Учитель религии |
| STI | 0 | 0 | |a Δάσκαλος (μοτίβο),Δάσκαλος,Δευτεροβάθμια εκπαίδευση,Διδασκαλία <μοτίβο>,Διδασκαλία,Μάθημα,Μάθημα (μοτίβο),Επιχειρηματολογία,Καθηγητής θρησκευτικών,Φυσικές επιστήμες (μοτίβο),Φυσικές επιστήμες |
| SUB | |a REL | ||
| SYE | 0 | 0 | |a Argumentieren |
| SYG | 0 | 0 | |a Secondary School,Sekundarbereich,Sekundarschule,Schuljahr 5-13,Schuljahr 5-12 , Naturforschung,Naturlehre,Naturwissenschaft,Naturforschung,Naturlehre,Naturwissenschaft , Lehrkraft,Schulmann,Schulmeister,Präzeptor,Praeceptor , Religionsunterricht , Argumentieren , Schulunterricht,Unterrichtsgestaltung,Unterricht |