Understanding the Relationship between Science and Faith, the Nature of Science, and Controversial Content Understandings

Abstract

This study examines the views of the relationship between science and faith and the understandings of biological evolution, geologic history and the nature of science, with emphasis on the use of evidence, held by United Methodist ministers, pre-service science teachers, and pre-service language arts/social studies teachers. By completing a nineteen and a twenty-item, combination multiple-choice/open-ended questionnaire and individual interviews, participants demonstrated a wide array of scientific understandings and articulated in some cases how those understandings inform their views of the relationship between alternative ways of knowing. Findings included little disparity overall between participant groups' scientific understandings, although slightly more ministers demonstrated more informed understandings of the concepts assessed. Additionally, findings indicated that pre-service science teachers viewed scientific literacy as less important than other participant groups and few participants reported any change in their views of science as a result of formal post-secondary instruction. Almost all participants considered evidence to be used in faith but little to no distinction was made between scientific, historical, and faith-based types of evidence. Recommendations are included regarding curriculum development for science teacher and religious education, as well as implications for potential partnerships between the science educators and clergy.