NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1016067
Record Type: Journal
Publication Date: 2013-Sep
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0036-6811
The Big Bang Theory--Coping with Multi-Religious Beliefs in the Super-Diverse Science Classroom
De Carvalho, Roussel
School Science Review, v95 n350 p119-126 Sep 2013
Large urban schools have to cope with a "super-diverse" population with a multireligious background in their classrooms. The job of the science teacher within this environment requires an ultra-sensitive pedagogical approach, and a deeper understanding of students' backgrounds and of scientific epistemology. Teachers must create a safe learning atmosphere where students will be allowed to express their views about religion and science, especially when studying topics such as evolution and the Big Bang Theory. This article describes a different approach to teaching the Big Bang Theory developed in order to break down barriers that may exist between religious beliefs and scientific understanding. (Contains 6 figures.)
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A