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ERIC Number: EJ873776
Record Type: Journal
Publication Date: 2010-Mar
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1871-1502
Science Teachers' Interpretations of Islamic Culture Related to Science Education versus the Islamic Epistemology and Ontology of Science
Mansour, Nasser
Cultural Studies of Science Education, v5 n1 p127-140 Mar 2010
The debate about Islam and science extends to a debate about the relationship between Islam and science education. In this paper, I explore Egyptian teachers' views of the relationship between science and religion within the Islamic context. Teachers' key vision of the relationship between science and religion was that "religion comes first and science comes next". I will argue that teachers' personal religious beliefs are among the major constructs that drive teachers' ways of thinking and interpretation of scientific issues related with religion. Then, I discuss how teachers' personal religious beliefs have been formed and influenced their pedagogical beliefs related to science and religion issues. Finally, I will argue, how we use the personal religious beliefs model as a framework of teaching/learning scientific issues related with religion within sociocultural (Islamic) context.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt