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[null,"1.","Record Nr.",null,"UNINA9910357857403321"]
[null,null,"Titolo",null,"Science and Religion in Education / / edited by Berry Billingsley, Keith Chappell, Michael J. Reiss"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019"]
[null,null,"ISBN",null,"9783030172343"]
[{"$nulls":4},"3030172341"]
[null,null,"Edizione",null,"[1st ed. 2019.]"]
[null,null,"Descrizione fisica",null,"1 online resource (353 pages)"]
[null,null,"Collana",null,"Contemporary Trends and Issues in Science Education, , 1878-0784 ; ; 48"]
[null,null,"Disciplina",null,"215"]
[null,null,"Soggetti",null,"Science - Study and teaching"]
[{"$nulls":4},"Religion and sociology"]
[{"$nulls":4},"Education - Philosophy"]
[{"$nulls":4},"Science Education"]
[{"$nulls":4},"Sociology of Religion"]
[{"$nulls":4},"Philosophy of Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"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: ANew 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 "]
[{"$nulls":4},"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 focus on argumentation and ethical reasoning; Siew Fong Yap -- 21 Physics and Faith synergy: How to engage audiences of different ages, backgrounds and beliefs; Elisabetta Canetta -- 22 If neither from evolution nor from the Bible, where does tension between science and religion come from? Insights from a survey with High School students in a Roman Catholic society; João C. Paiva, Carla Morais and Luciano Moreira -- 23 Engaging young people in positive, interdisciplinary exploration of science and religious faith; Stephanie Bryant, Cara Daneel & Lizzie Henderson -- 24 Science, religion and pedagogy: Teachers’ perspectives; Nasser Mansour -- 25 Science, Ethics, Education and Religion: Connecting and Disconnecting; John Bryant -- 26 Closing Remarks; Berry Billingsley, Keith Chappell and Michael Reiss."]
[null,null,null,"Sommario/riassunto","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 "]
[{"$nulls":4},"‘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."]