Scientists’ and teachers’ attitudes toward relating to religion when teaching evolution

Abstract

Abstract Background The presumed conflict between religion and evolution is considered one of the main causes for rejection of evolution worldwide. It has been shown that when students′ perceived conflict is not answered, they may not accept evolution. However, there is a debate in the literature whether teachers should relate to students’ religious faith in evolution class, although teachers tend to agree that it should be related. The aim of this study was to explore the attitudes of scientists and teachers, toward relating to religion when teaching evolution. Results When scientists (n = 124) were asked in an online survey whether teachers should relate to religion when teaching evolution, most scientists said teachers should not relate to religion, in contrary to teachers who were asked the same question and said that teachers should relate to religion. When religious teachers (n = 10) and scientists (n = 10) were asked the same question—all the religious teachers agreed that teachers should relate to religion, emphasizing mainly the importance of connecting to the students’ inner world, preparing students for the future, etc. Most religious scientists also agreed, although they were more hesitant and emphasized the challenges and limitations of relating to religion in a science class. When asked how to relate to the issue, the teachers emphasized the importance of relating to the students’ culture and self-choice. Moreover, they took responsibility and emphasized it is their role to provide a proper response to their students. Most interviewed scientists emphasized that the boundaries between science and religion should be emphasized clearly by the teacher, and some suggested that biology teachers themselves should not discuss the issue, but that an external figure such as a rabbi or the religion/bible teacher should do it. Conclusions When discussing the issue of relating to religion in a science class, the differences between scientists and teachers that were identified here emphasize the need to relate to teachers’ experiences in this academic discussion, as they are aware of their students’ difficulties. In addition, it is important to consider the attitudes of religious scientists and teachers, as they demonstrate the possible co-existence between religion and science in their own life, thus they understand the conflict and may have practical solutions to it. Teachers’ professional development programs in this issue, may help teachers face with the limitations and challenges that the presumed conflict between religion and evolution may create.