The religion-in-the-science-classroom issue: Seeking graduate student conceptual change

Cathleen C. Loving · Andrea S. Foster

40 citations0/0 files storedScience Education

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Evolution and Science Education Science Education and Pedagogy Science Education and Perceptions

Abstract

This study examines the extent to which science education graduate students enjoy a well-articulated position on the compatibility of science and religion and, as a result, are comfortable with their espoused views and plans for the role of religion in science classroom discussions. We were particularly interested in examining changes in student mental states as a legitimate form of conceptual change after a course intervention. This might be evidenced by the depth of understanding, level of reasoning, and degree of comfort with classroom application. The intervention first asked students to write a “talk back to the author” paper shortly after reading a provocative essay on the topic. This was followed by reading and discussing a variety of alternative views after which they wrote a more formal position paper on the science–religion topic. We first conducted a content analysis of both papers, developing separate concept maps of the overall class response in the first and second papers, noting changes in emphases. Adapting a current multidimensional model of conceptual change, we then developed an individual evaluation form based on categories that emerged in the class analysis, which were strikingly similar to the categories in the multidimensional model. These included ontological, epistemological, and social/affective dimensions of conceptual change. Both papers were scored in these three areas. The conceptual change for each student from talk-back to position paper was subsequently reported using individual graphs and citing text examples. Results showed conceptual change or improved mental state in all three categories for most students. © 2000 John Wiley & Sons, Inc. Sci Ed 84:445–468, 2000.

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