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Permanent link (DOI): https://doi.org/10.7939/R3R41F

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Engaging Tension in the Science and Religion Classroom Open Access

Descriptions

Other title
Subject/Keyword
science and religion
creation
typology
student
engagement
evolution
science and religion survey
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Clarke, Bryan
Supervisor and department
Parsons, Jim
Examining committee member and department
Watt-Malcolm, Bonnie
Lamoureux, Denis
Department
Department of Secondary Education
Specialization

Date accepted
2011-01-31T18:06:51Z
Graduation date
2011-06
Degree
Master of Education
Degree level
Master's
Abstract
This study researches student engagement with issues related to the interaction between science and religion. The researcher’s background in teaching both science classes and religion classes and as a chaplain became part of the context for researching student tension between science and religion at the university. The genesis of this research specifically unfolded with questions in the researcher’s own classroom practice and university experiences as he watched students grapple with questions about creation and evolution. From these questions and this context, the connection was made between the questions students were raising to educational hermeneutic frameworks that might affect student typological frameworks. As this research progressed, it developed into a quest to understand how science and religion typologies could be utilized in survey form as a tool to increase student understanding and classroom discussion. Thus, the purpose of the research project came to centre upon the creation of a workable survey instrument that would help students and teachers better understand the interactions between issues of science and religion.
Language
English
DOI
doi:10.7939/R3R41F
Rights
License granted by Bryan Clarke (bclarke1@ualberta.ca) on 2011-01-30 (GMT): Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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