Science teachers' views of science and religion vs. the Islamic perspective: Conflicting or compatible?
Version of Record online: 1 OCT 2010
Copyright © 2010 Wiley Periodicals, Inc.
Volume 95, Issue 2, pages 281–309, March 2011
How to Cite
Mansour, N. (2011), Science teachers' views of science and religion vs. the Islamic perspective: Conflicting or compatible?. Sci. Ed., 95: 281–309. doi: 10.1002/sce.20418
- Issue online: 8 FEB 2011
- Version of Record online: 1 OCT 2010
- Manuscript Accepted: 15 AUG 2010
- Manuscript Revised: 26 JUL 2010
- Manuscript Received: 12 MAR 2010
This paper reports a study that explores Egyptian science teachers' views on religion and science within the context of Islam. It also highlights an ontological and epistemological consideration of these views, particularly the ways through which Egyptian Muslim teachers understand such a relationship with reference to the Qur'anic/Islamic attitude toward science and knowledge. The study built upon Barbour's categorization scheme to guide the data collection and analysis and to guide the interpretation of the teachers' responses in the interviews. Informed by a multigrounded theory of the teachers' views of science and religion, and using Roth and Alexander's analytical framework to interpret how teachers accommodate the relationship between science and religion within their belief system, the findings suggest that participants' views of the relationship between science and a specific religion (Islam) confirmed the centrality of teachers' personal religious beliefs to their own thoughts and views concerning issues of both science and Islam. This centralization, in some cases, appeared to lead teachers to hold a conflicting relationship, hence to a creation of a false contradiction between science and Islam. Therefore, it could be concluded that teachers' personal Islamic-religious beliefs inform their beliefs about the nature of science and its purpose. © 2010 Wiley Periodicals, Inc. Sci Ed95:281–309, 2011