Making Sense Of Science And Religion: Strategies For The Classroom And Beyond

Shane, Joseph W. Meadows, Lee Hermann, Ronald S. Binns, Ian C.

ISBN 10: 1681405768 / ISBN 13: 9781681405766

Editore: National Science Teachers Association, 2019

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217 pages. 11.00x8.50x0.39 inches. In Stock.

Codice articolo 1681405768

Dati bibliografici

• Titolo: Making Sense Of Science And Religion: Strategies For The Classroom And Beyond
• Editore: National Science Teachers Association
• Data di pubblicazione: 2019
• Lingua: Inglese
• ISBN 10: 1681405768
• ISBN 13: 9781681405766
• Rilegatura: Paperback
• Condizione: Brand New
• Peso: 0,49 chilogrammi

Descrizione articolo

Riassunto

The authors of Making Sense of Science and Religion believe that addressing interactions between science and religion is part of all science educators’ collective job— and that this is the book that will help you facilitate discussion when the topic of religion comes up.
Designed for teachers at all grade levels, the book will help you anticipate and respond to students’ questions— and help students reconcile their religious beliefs even as you delve into topics such as evolution, geochronology, genetics, the origin of the universe, and climate change.
The book is divided into three parts:
1.Historical and cultural context, plus a framework for addressing science-religion issues in a legal, constitutional manner.
2.Guidance on teaching specific scientific concepts at every grade level: elementary, middle, and high school science, as well as college and informal science settings.
3.Advice for engaging families, administrators, school boards, legislators and policy makers, and faith communities.
The book’ s authors are all personally and professionally invested in the subject. They are a mix of K– 12 teachers, college professors, and experts from organizations such as the American Association for the Advancement of Science and the Smithsonian National Museum of Natural History. They know that teaching about the interaction between science and religion is not easy.
But they also know that educators have an ethical obligation to minimize the perceived conflict between science and religion. As the authors write, “ When students hear a consistent message during science instruction— that they can learn science while maintaining their religious beliefs— they are much more willing to learn regardless of messages to the contrary that they might hear outside of your classroom.”

Informazioni sull?autore

Joseph W. Shane, professor of chemistry and science education,Shippensburg University (Shippensburg, PA). As professor ofchemistry and science education at Shippensburg University, Joehas responsibilities both to the chemistry department and to theprograms, both undergraduate and graduate, that license preservicesecondary (7– 12) science teachers. In addition to teaching a varietyof chemistry courses, he teaches pedagogical methods in science,supervises secondary science teachers, teaches an honors seminar,and conducts outreach on the intersections of science and religion.