Evolution education in light of religious science teachers’ and scientists’ conceptions of evolution and religion

Abstract

Abstract Background The presumed conflict between religion and evolution is considered one of the main causes of rejection of evolution worldwide. However, there is a unique group of religious people who accept, study, and teach evolution. The aim of this study was to gain a better understanding of these individuals’ conception of the relationship between evolution and religion, and the factors that influenced this conception. Religious biology teachers (n = 10) and scientists (n = 10) were surveyed and interviewed about their conception of evolution and religion and the factors that influenced it. Results The study population demonstrated that reconciling science and religion was possible for them. The interpretation of the bible as moral guidance, and not as a science book, was found to be a main idea in the participants’ conception. Most participants said that their conception of evolution was influenced by their parents’ and teachers’ approach to science. Participants who had rejected evolution in the past emphasized that exposure to scientific knowledge alone was not enough to counter this rejection, whereas exposure to the possible compatibility between religion and evolution promoted their acceptance. Conclusions These findings suggest the importance of exposing teachers to different approaches to the relationship between evolution and religion. Implementation of the study conclusions in professional development programs may help teachers promote religiously affiliated students’ better learning of evolution and a meaningful learning of science in general.

Keywords

• Evolution education
• Religious scientists and teachers
• Religious scientists' conceptions
• Religious teachers' conceptions