Mary is one of my best science students. She always scores highly in science examinations; her work shows a clear understanding of the principles of the subject and she has always shown a refreshing curiosity in class. We are in the middle of an interview about her responses to school science. Knowing that she is a fervent Christian, I have asked her if she has ever found conflicts between science and her Christian beliefs. She agrees that she has, particularly, but not exclusively, in the topic of evolution. She further adds that when such conflicts occur, she accepts the Biblical account rather than what she learns in science lessons. I comment that her rejection of scientific explanations does not seem to affect her performance in school science. At this point she laughs and explains to me: ‘Oh, Iunderstand science. I cando it. I just don'tbelieve it”.
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For many years a science teacher in Kenya and the Solomon Islands. He is now attached to the London University Institute of Education, working on a variety of projects. His research interests are students' epistemologies, their responses to science education, and teachers' and pupils' uses of assessment, particularly in developing country contexts.
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Lowe, J.A. The impact of school science on the world-view of Solomon Islands students. Prospects 25, 653–667 (1995). https://doi.org/10.1007/BF02334142
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DOI: https://doi.org/10.1007/BF02334142