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Secondary school teachers' perspectives on teaching about topics that bridge science and religion

Billingsley, B., Riga, F., Taber, K. S. and Newdick, H. (2014) Secondary school teachers' perspectives on teaching about topics that bridge science and religion. The Curriculum Journal, 25 (3). pp. 372-395. ISSN 0958-5176

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To link to this item DOI: 10.1080/09585176.2014.920264

Abstract/Summary

The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, Science and Religious Education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their perceptions of their roles and responsibilities when teaching topics that bridge science and religion and the extent to which they collaborated with teachers in the other subject area. We found that in this sample, teachers reported very little collaboration between the curriculum areas. Although the science curriculum makes no mention of religion, all the science teachers said that their approaches to such topics were affected by their recognition that some pupils hold religious beliefs. All the RE teachers reported struggling to ensure students know of a range of views about how science and religion relate. The paper concludes with a discussion about implications for curriculum design and teacher training.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:37621
Publisher:Taylor & Francis

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