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Science teachers’ interpretations of Islamic culture related to science education versus the Islamic epistemology and ontology of science

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Abstract

The debate about Islam and science extends to a debate about the relationship between Islam and science education. In this paper, I explore Egyptian teachers’ views of the relationship between science and religion within the Islamic context. Teachers’ key vision of the relationship between science and religion was that “religion comes first and science comes next. I will argue that teachers’ personal religious beliefs are among the major constructs that drive teachers’ ways of thinking and interpretation of scientific issues related with religion. Then, I discuss how teachers’ personal religious beliefs have been formed and influenced their pedagogical beliefs related to science and religion issues. Finally, I will argue, how we use the personal religious beliefs model as a framework of teaching/learning scientific issues related with religion within sociocultural (Islamic) context.

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Authors and Affiliations

  1. Graduate School of Education, St. Luke’s Campus, University of Exeter, Exeter, UK

    Nasser Mansour

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  1. Nasser Mansour
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Correspondence to Nasser Mansour.

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Mansour, N. Science teachers’ interpretations of Islamic culture related to science education versus the Islamic epistemology and ontology of science. Cult Stud of Sci Educ 5, 127–140 (2010). https://doi.org/10.1007/s11422-009-9214-5

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  • DOI: https://doi.org/10.1007/s11422-009-9214-5

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