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Physical Sciences Preservice Teachers’ Religious and Scientific Views Regarding the Origin of the Universe and Life

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Abstract

This paper explores final-year physical sciences preservice teachers’ religious and scientific views regarding the origin of the universe and life. Data was obtained from 10 preservice teachers from individual in-depth interviews conducted at the end of the Science Method module. Their viewpoints were analyzed using coding, sorting, and categorizing. They attributed the origin of the universe and life to a blend of theistic, intelligent design or scientific beliefs. Moreover, their academic backgrounds, exposure to topics in Cosmology in the Science Method module, and classroom dialogues did not significantly influence or change their original religious beliefs. However, the dialogues did create an awareness of their own reflected positions regarding the tenacity of beliefs in religion and their inadequate cosmological understandings. The paper has implications for Science Education in addressing preservice teachers’ religious beliefs in contrast to scientific evidence.

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Acknowledgments

The author acknowledges the early discussions and contributions by the late Professor Herby Govinden towards Cosmology education research.

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Authors and Affiliations

  1. School of Education, College of Humanities, University of KwaZulu-Natal (UKZN), P. Bag X03, Ashwood Pinetown, 3605, South Africa

    Nadaraj Govender

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  1. Nadaraj Govender
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Correspondence to Nadaraj Govender.

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Govender, N. Physical Sciences Preservice Teachers’ Religious and Scientific Views Regarding the Origin of the Universe and Life. Int J of Sci and Math Educ 15, 273–292 (2017). https://doi.org/10.1007/s10763-015-9695-5

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  • DOI: https://doi.org/10.1007/s10763-015-9695-5

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